Classroom disruption, more recently referred to as civility, changes the in-person classroom experience. This study investigated the impact of gender, race, age, and teaching experience on faculty perceptions of classroom incivility.
Faculty at a large, public institution in the Southeastern United States participated in the research for this study. Hierarchical multiple regression was used to understand the relationship between the demographic variables of the participants and their perception of classroom incivility.
Study findings yielded significant results, with positive relationships between the demographic variables and perception of classroom incivility. Limitations and implications for future research are discussed
