Bullying, maltreatment and uncivil faculty member behaviors at universities
Bullying en la educación superior, bullying universitario
DOI:
https://doi.org/10.17081/psico.26.50.6390Palabras clave:
bullying in higher education, maltreatment of faculty member, uncivil behaviors of faculty members, consequences of bullying, resolving bullying , bullying at universityResumen
Objective: Bullying and uncivil behaviors frequently happen in higher education lecture halls. This study aimed at exploring college students bullying incidents and mistreatments by faculty members, witnesses, and the type of bullying, where bullying and exploitations mostly happen.
Method: A total 2646 (1493 female & 1185 male) students from a mid-size state university studying at every accessible department voluntarily participated to fill out a survey. A survey instrument and a social demographic information form is used to collect data. A chi-square test and several descriptive statistics were run to analyze the data.
Results: Results revealed that 10 % of student were threatened being graded lower or being failed, 21 % stated that they did not believe in fair investigation even when they could complain to the relevant authorities in the university. Among them, 31 % of the students witnessed a faculty member threatening students’ in an uncivil manner. Male faculty members were 4 times more likely to bully student or act uncivil behaviors than female faculty members. Assistant professor or younger faculty members tend to behave more negatively than higher ranking or older professors.
Conclusions: Most of the incidents happen during the class. Results show that bullying is a universal phenomenon and it appears in every level and field of education. Even though there are cultural and departmental differences, and department-specific misbehaviors, it is still common in every level of education in every culture.
Descargas
Citas
Benitez, J. L., Garcia-Berben, A., & Fernandez-Cabezas, M. (2009). The impact of a course on bullying the pre-service teacher training curriculum. Electronic Journal of Research in Educational Psychology, 7 (1), 191-208. http://repositorio.ual.es/bitstream/handle/10835/681/Art_17_314
Bronner, G., Pertz, C. & Ehrenfeld, M. (2003). Experience before and throughout the nursing career. Sexual harassment of nurses and nursing students. Journal of Advanced Nursing, 42(6), 637-644. https://doi.org/10.1046/j.1365-2648.2003.02667.x
Bulut, S. (2008). Öğretmenden öğrenciye yönelik olan fiziksel şiddet: Nicel bir araştırma. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 105-118. Retrieved from https://dergipark.org.tr/en/pub/aibuefd/issue/1492/18042
Chapell, M., Casey, D., De LaCruz, C., Ferrell, J., Forman, J. & Lipkin, R. (2004). Bullying in College by Students and Teachers, Adolescence, 39(153), 53-64. https://web.p.ebscohost.com/abstract?direct=true&profile=ehost&scope
Clark, C. M. (2005). Students’ perception of faculty incivility: A qualitative pilot study of four nursing students. Unpublished manuscript. https://scholar.google.com/scholar?hl=tr&as_sdt=2005&sciodt
Coleyshaw, L. (2010). The power of paradigms: a discussion of the absence of bullying research in the context of the university student experience. Research in Post-Compulsory Education, 15(4), 377-386. https://www.researchgate.net/profile/Liz-Coleyshaw-2/publication
Daugherty, S. R., Baldwin, D. C. Jr, & Rowley, B. D. (1998). Learning satisfaction and mistreatment during medical internship: A national survey of working conditions. JAMA, 279, 1194-1199. doi:10.1001/jama.279.15.1194
El-Gilany, A. H., Amr, M., Awadalla, N. & El-Khawaga, A., H. (2008). Stress among medical and law students in Mansoura, Egypt. Middle East Journal of Family Medicine, 6(9),31-36. https:// doi.org/10.21608/ejom.2009.665
Kondrasuk, J. N., Pamplin, R. B., Grene, T., Waggoner, J., Edwards, K. & Nayak-Rhodes, A. (2005). Violence affecting school employees. Education, 125, 638-647. https://pilotscholars.up.edu/edu_facpubs/2
Larsson, C., Hensing, G., & Allbeck., P. (2003). Sexual and gender-related harassment in medical education and research training: Results form a Swedish survey. Medical Education, 37, 39-50. https://doi.org/10.1046/j.1365-2923.2003.01404.x
Maida, A.M., Vasquez, A., Herskovic, V., Calderon, J. L., Jacard, M., Pereira, A., et al. (2003). A report on student abuse during medical training. Medical Teaching, 25(5), 497-501. https://doi.org/10.1080/01421590310001606317.
Morrissette, P. J. (2001). Reducing incivility in the university college classroom. International Electronic Journal for Leadership in Learning, 5(4), 1-12. www.ucalgary.ca/-iejll/volume5/morrissette.html.
Mukhtar, F., Daud, S., Manzoor, I., Amjad, I., Saeed, K., Naeem, M. et al. (2010). Bullying of medical students. Journal of College Physicians Surgeon of Pakistan, 20(12):814-8. https://www.jcpsp.pk/archive/2010/Dec2010/10.pdf
Nagata-Kobayashi, S., Maeno, T., Yoshizu, M. & Shimbo (2009). Universal problems during residency: Abuse and harassment. Medical Education, 43,628-636. https://doi.org/10.1111/j.1365-2923.2009.03388.x
Rautio, A., Sunnari, V., Nuutinen., M. & Laitala, M. (2005). Mistreatment of university students most common during medical studies. BMC Medical Education, 18,5-36. https:/doi.org/org/10.1186/1472-6920-5-36
Rademakers, J.D.J., van den Muijsenbergh, M. E.T.C., Slappendel,G., Largo-Janssen,mA. L. M., & Borleffs, J. C.C. (2008). Sexual harassment during clinical clerkships in Dutch medical schools. Medical Education,42, 452-458. https://doi.org/10.1186/1472-6920-5-36
Rigby, K. (1996). Bullying in schools and what to do about it. Melbourne, Australia: Shannon Pres.
Rowland, M. L., Naidoo, S., AbdulKadir, R., Moraru, R., Huaang, B. & Pau, A. (2010). Perceptions of intimidation and bullying in dental schools: a multi-national study. International Dental Journal, 60(2), 106-112. https://doi.org/10.1922/IDJ_2327Rowland07.
Schneider, M., Baker, S.,& Stermac, L. (2002). Sexual harassment experiences of psychologists and psychological associates during their graduate school training. Canadian Journal of Human Sexuality, 3(4), 159-170. https://web.s.ebscohost.com/abstract?direct=true&profile=ehost&scop
Thomas, S. (2003). Handling anger in the teacher-student relationship. Nursing Education Perspective, 24, 17-24. https://journals.lww.com/neponline/Abstract/2003/01000/HANDLING_ANGER
Turkel, A. R. (2007). Sugar and Spice and Puppy Dogs’ Tails: The Psychodynamics of Bullying. Journal of American Academy of Psychoanalysis and Dynamic Psychiatry, 35, 243-258. https://doi.org/10.1521/jaap.2007.35.2.243
White, G. E. (2000). Sexual harassment during medical training: the perceptions of medical students at a university medical school in Australia. Medical Education, 34,980-986. https://doi.org/10.1111/j.13652923.2000.00684.x
Wolf, T. M., Randall, H. M., von Almen, K. & Tynes, L. L. (1991). Perceived mistreatment and attitude change by graduating medical students: A retrospective study. Medical Education, 25(3), 182-190. https://doi.org/10.1111/j.1365-2923.1991.tb00050.x
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Sefa Bulut, Pietro Crescenzo, Baidi Bukhori
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Desde la revista Psicogente impartimos una política de respeto con nuestra comunidad científica incluyendo a nuestros autores. Los autores tienen derecho a un trato respetuoso y atento en el proceso Editorial, que las evaluaciones de sus artículos sean justas, imparciales (para ello la revista procederá con la evaluación doble ciego) y se realicen en un tiempo razonable. Se deberá mantener la confidencialidad y los permisos para proceder con la publicación. Todo cambio solicitado por parte del comité, los pares y el Editor deberán ser explícitos y claramente justificados. Especifica que los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cual estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons BY que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación a esta revista.
Garantizamos un proceso editorial transparente: desde las acciones de recepción del articulo hasta la validación final del mismo, se hará en comunicación constante con el autor. Las modificaciones en el estado de los artículos, así como las diversas decisiones tomadas sobre él y los tiempos de ejecución empleados se realizarán haciendo uso de la plataforma OJS y de ser necesario en contacto directo a través del correo de autores y de la revista Psicogente. Así mismo se procura la escogencia de Pares revisores idóneos: con perfiles y experiencia que lleven a una avaluación de calidad de cada documento sometido a revisión.