Date of Conferral

2020

Degree

Ph.D.

School

Management

Advisor

Dr. Daphne Halkias

Abstract

Intersectionality scholars have indicated that a literature gap exists in workplace bullying research on the implications of vicarious bullying on African American women's career progression. The purpose of this qualitative, narrative inquiry study was to explore African American women academics' stories of daily work experiences with vicarious bullying and how these experiences may interfere with their career progression. Narrative inquiry is a qualitative research approach conceived to honor a person's lived experiences as a source of valuable knowledge. Data were collected through in-depth storytelling from 5 African American women academics. Three key concepts frame this study: Miller et al.'s concept of academic bullying; Hollis's concepts of vicarious bullying in higher education and unethical leadership; and the interface of Black women's intersectionality, academic bullying, and career progression. After applying narrative inquiry’s two-step data analysis procedure, thematic analysis and a critical event data analysis, 11 reformulated themes were gleaned from the four coding categories: (a) witnessing workplace bullying; (b) experiencing vicarious workplace bullying; (c) academic bullying interfering with career progression; and (d) personal stories of vicarious academic bullying. Research on how intersectionality may contribute to vicarious workplace bullying may offer new theoretical directions for future research. This study may contribute to positive social change by informing human resource professionals on African American women academics' vulnerability to vicarious bullying. In turn, such information can help build ethical infrastructures to prevent bullying in academia among all groups, but particularly for marginalized populations.

Download

Share

 
COinS