Date of Conferral







Elisabeth Weinbaum


Despite the negative consequences of incivility, there is a lack of research on how professors handle intentional student-to-student incivility. To address this gap, this study used qualitative, interpretative phenomenological research design to explore the experiences of 14 professors who have been teaching for five or more years at the university level in Dodge and Fond du Lac Counties in southeastern Wisconsin. The lens of facework and politeness theory was utilized. The data collected were analyzed using NVivo software, which identified five themes based on patterns within the interviews: intervention strategies, motivations, policies, participant worldview, and skills. These themes provided valuable insights into the experiences of professors and the strategies they use to address classroom incivility effectively. Findings suggested that effective interventions include establishing clear classroom norms and consequences, building relationships with students, and creating a supportive learning environment. Overall, this study provided important insights into the experiences of college professors dealing with intentional student-to-student incivility, which can facilitate positive social change in the classroom. As professors incorporate these strategies into their teaching practices, they can create a more respectful and supportive learning environment that benefits both students and faculty. Ultimately, reducing classroom incivility can enhance the quality of education and promote a more positive and productive college experience for all involved, contributing to a larger societal shift towards more respectful and constructive communication in all aspects of life.