Date of Conferral

2022

Degree

Ph.D.

School

Psychology

Advisor

Melody Moore

Abstract

Student-to-teacher bullying occurs in higher education, including community colleges. The purpose of this quantitative cross-sectional study was to determine whether community college instructors’ self-reported experiences of student incivility/bullying, aggression, and unwanted sexual attention varied based on their gender and ethnicity while controlling for age. The theory of humiliation, which explains that victims experience unjustified treatment from a bully who chooses to humiliate them, was used to guide the study. The independent variables were gender and ethnicity, the covariate was age, and the dependent variables were frequency of student incivility/bullying, aggression, unwanted sexual attention, and levels of distress instructors would feel if they experienced bullying acts. Survey data were collected and analyzed with analysis of covariance. Results indicated younger instructors reported more incivility/bullying, sexual attention, and student aggression. Non-White males differed significantly from non-White females and from White males in their frequencies of student aggression. Males and non-White teachers reported the highest levels of distress regarding student bullying or incivility and sexual attention. Males reported the highest levels of distress for student aggression. Teachers who did not have doctorates experienced high levels of sexual attention. Teachers who taught for 10 or more years and who had doctorates reported higher levels of distress if they experienced student aggression. This study could show instructors that they are not alone in their bullying experiences, and results could be used for positive social change by advocating for the dignity of teachers.

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