The Dark Side Of The Ivory Tower: Cyberbullying Of University Faculty And Teaching Personnel

Authors

  • Wanda Cassidy Simon Fraser University
  • Chantal Faucher Simon Fraser University
  • Margaret Jackson Simon Fraser University

DOI:

https://doi.org/10.11575/ajer.v60i2.55807

Keywords:

cyberbullying, harassment, higher education, faculty members, gender, Mots clés, cyberintimidation, harcèlement, études supérieures, membres du personnel enseignant, sexe

Abstract

This paper discusses findings from an exploratory study on the nature, extent, and impact of cyberbullying experienced by 121 faculty members at one Canadian university. We situate cyberbullying in university on a continuum between cyberbullying in K-12 education and cyberbullying in the workplace and also take into account the power dynamics that characterize the post-secondary context. Quantitative and qualitative analyses of online survey data revealed that 17% of respondents had experienced cyberbullying either by students (12%) or by colleagues (9%) in the last 12 months. Gender differences were apparent plus racial minority status also appeared to render faculty members more vulnerable to cyberbullying. These findings suggest a rights-based lens could be used to analyze and respond to the vulnerabilities of women and other marginalized faculty in cyberbullying situations. This study contributes to the dearth of research on cyberbullying at the post-secondary level and raises the need to consider factors of difference, such as gender and race, in policy development and practice.

Cet article discute des résultats d’une étude exploratoire sur la nature, l’étendue et l’impact de la cyberintimidation qu’ont connu 121 membres du personnel enseignant d’une université canadienne. Nous situons la cyberintimidation à l’université sur un continuum entre la cyberintimidation dans les milieux K-12 et celle dans les milieux de travail, tout en tenant compte de la dynamique des pouvoirs qui caractérise le contexte postsecondaire. Des analyses quantitatives et qualitatives de données découlant d’une enquête en ligne ont révélé que, dans les 12 mois qui venaient de s’écouler, 17% des répondants avaient connu la cyberintimidation, soit de la part d’étudiants (12%), soit de la part de collègues (9%). Des écarts selon le sexe se sont révélés et le statut de minorité raciale semblait rendre les membres du personnel enseignant plus vulnérables à la cyberintimidation. Ces résultats suggèrent que dans les situations de cyberintimidation, on pourrait adopter une perspective reposant sur les droits pour d’abord analyser les vulnérabilités des femmes et d’autres membres du personnel enseignant qui sont marginalisés, et ensuite y réagir. Cette étude participe à combler le vide dans la recherche portant sur la cyberintimidation au niveau postsecondaire et soulève le besoin de tenir compte de facteurs de différenciation, tels le sexe et la race, dans le développement de politiques et la mise en pratique de celles-ci.

 

Author Biographies

Wanda Cassidy, Simon Fraser University

Wanda Cassidy is an Associate Professor with the Faculty of Education at Simon Fraser University, where she is also the Director of the Centre for Education, Law and Society.

Chantal Faucher, Simon Fraser University

Chantal Faucher is a Post-doctoral Fellow and the coordinator of the Centre for Education, Law and Society at Simon Fraser University working on several cyberbullying-related projects.

Margaret Jackson, Simon Fraser University

Margaret Jackson is a Professor Emerita with the School of Criminology at Simon Fraser University, where she is also Director of FREDA, an SFU centre undertaking research on violence against women and children.

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Published

2015-04-07

How to Cite

Cassidy, W., Faucher, C., & Jackson, M. (2015). The Dark Side Of The Ivory Tower: Cyberbullying Of University Faculty And Teaching Personnel. Alberta Journal of Educational Research, 60(2), 279–299. https://doi.org/10.11575/ajer.v60i2.55807

Issue

Section

ARTICLES