Adversity in University: Cyberbullying and its Impacts on Students, Faculty and Administrators

This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one’s personal and professional lives, concern for one’s safety, and the impact of authorities’ (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture

From Rhetoric to Reality: Identifying Teacher Opportunities and Barriers in Educating for Human Rights

In this paper we report findings from a four-year study into legal literacy that examined educational opportunities and barriers when teaching about legal literacy, citizenship education, and human rights education. Detailed findings are drawn from interviews with eleven teachers who self-identify as valuing and embedding legal literacy and related themes (human rights, identity, citizenship, and ecological sustainability) in their classrooms. Results show that despite deep rhetorical commitments to human rights education, teachers are stymied by perceived barriers to implementing HRE, particularly the action dimension. We name these perceived barriers and examine the case of one of the teachers who seemingly has overcome them, in order to identify potential constructive interventions in teacher education

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

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.

When Online Exchanges Byte: An Examination of the Policy Environment Governing Cyberbullying at the University Level

This article reports on findings from a scan of 465 policies relevant to the handling of cyberbullying in 74 Canadian universities. It first assesses the commonalities and differences in the policies. Second, it considers how their various lenses—a human rights perspective versus a student conduct perspective, for instance—can affect the directions and outcomes of university responses. The majority of the policies reviewed were codes of student conduct and discipline, policies on electronic communication, and policies on harassment and discrimination. Most of the policies outlined complaint procedures and possible sanctions, but relatively few addressed prevention of unacceptable behaviours. Only about a third made reference to “cyber” behaviours, suggesting that the university policy environment is not current with the information and communication technologies that permeate the daily lives of university students and faculty.   Cet article rapporte les résultats d’un survol de 465 politiques ayant trait à la cyberintimidation et provenant de 74 universités canadiennes. Il évalue d’abord ces politiques pour en établir les points communs et les différences. Puis, il examine comment leurs différentes perspectives, les politiques des droits de la personne et les codes de conduite étudiante, par exemple, peuvent affecter l’orientation et les résultats des réactions universitaires. La majorité des politiques consultées représentaient des codes de conduite et de discipline à l’intention des étudiants, des politiques de communication électronique et des politiques contre le harcèlement et la discrimination. Tandis que la plupart des politiques esquissaient des procédures de traitement des plaintes et identifiaient les sanctions possibles, très peu d’entre elles abordaient la prévention des comportements jugés inacceptables. Environ un tiers seulement faisaient référence aux cyber-comportements, ce qui sous-entend qu’il existe un décalage entre les politiques en milieu universitaire et les technologies de l’information et de la communication qui font partie du quotidien des étudiants et des membres du corps professoral

Cyber-Bullying: Developing Policy to Direct Responses that are Equitable and Effective in Addressing this Special Form of Bullying

The article reviews existing research on cyber-bullying, framed through a policy lens. It is clear that public policy issues for cyber-bullying involve tensions between the values of freedom of speech, the best interests of the child, and parental and school protective authority over the child. Given the complexity of the problem, as well as conflicting values, the development of effective policy requires a collaborative effort involving all stakeholders – policymakers, school officials, parents and youth. It is important to emphasize literature that delineates the differences between conventional bullying and cyber-bullying because the two are very different and must be treated and analyzed separately. Thus, the following sections set out the definitions and mechanisms of cyber-bullying for policymakers contemplating new and/or modified policies, review the characteristics of the problem and the psychology of Internet abuse, explain the physical and mental consequences of it, and outline the results of recent surveys on cyber-bullying. Finally, the article concludes with recommendations on implementing acceptable use policies at the School Board and individual school levels, as well as family contracts for home use.

From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace

As research advances in the areas of bullying, cyberbullying, and harassment in various sectors, it is a useful endeavour to consider the connections between research studies conducted in what may appear to be parallel spheres. In this paper, we examine the similarities and differences between research on bullying, harassment, and especially cyberbullying in the K-12, higher education, and general workplace sectors. First, we review the research literature on the nature and extent of these issues, taking into account variations in conceptual definitions, types of experiences, distinctions between different socio-demographic groups, underreporting, and prevalence rates. Next, we consider the range of impacts reported in the different areas. Finally, we examine the solutions proposed within each of these research literatures. Despite some contextual differences between the K-12, higher education, and workplace sectors, there are many commonalities among them in terms of the acts, impacts, and solutions, thus suggesting the need for a more concerted approach to these problems and a cross-pollination of ideas between the sectors for solutions

Awareness, policy, privacy, and more: post-secondary students voice their solutions to cyberbullying

This paper discusses solutions to cyberbullying posed by post-secondary students from four Canadian universities. The qualitative data used in this analysis were drawn from one open-ended question on an online student survey completed by 1458 undergraduate students, as well as 10 focus group transcripts involving a total of 36 students. Seven key themes emerged: awareness and education; policy; protecting one’s privacy; technology-based solutions; empowering better choices and responses; university culture; and disciplinary measures. The findings show that post-secondary institutions need to make preventing and curtailing cyberbullying more of a priority within their campus communities, including engaging in responsive consultation with key stakeholder groups, such as students, to develop meaningful solutions