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A Phenomenological Study CORE Metadata, citation and similar papers at core.ac.uk Provided by Liberty University Digital Commons EDUCATORS’ PERSPECTIVES ON HAVING BEEN CYBER HARASSED: A PHENOMENOLOGICAL STUDY by Paula M. Davenport A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University February, 2014 Educators’ Perspectives On Being Cyber Harassed: A Phenomenological Study by Paula Davenport A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA February, 2014 APPROVED BY: BILLIE HOLUBZ, Ed.D., Committee Chair LUCINDA SPAULDING, Ph.D., Committee Member BECKY SMITH, Ed.D., Committee Member SCOTT WATSON, Ph.D., Associate Dean, Advanced Programs 2 ABSTRACT The abuse of individuals through electronic means, typically of students by other students, has been researched extensively. The electronic abuse of other individuals through electronic means has received a dearth of research attention. The purpose of this qualitative transcendental phenomenological study was to explore, describe, and expand the knowledge base regarding the cyber harassment of adult educators by students or other adults. The study was conducted in three rural Georgia public school systems and gave voice to educators’ cyber harassment experiences. Co-researchers were identified through a short electronic survey, and the experiences of consenting participants were documented through a focus group, individual interviews, and guided journal reflections. Results indicated that the educators are, in fact, experiencing cyber harassment, and it does have negative, lasting effects. Two overarching themes present throughout the data analysis included the verification and validation of the phenomenon of cyber harassment and the unpreparedness of north Georgia educators to deal with it. Descriptors: bullying, cyberbullying, cyber harassment, online harassment, online abuse, digital technology, Internet, educator abuse. 3 Copyright Paula Davenport 2014 4 Acknowledgments “In all thy ways acknowledge Him, and He shall direct thy paths.” Proverbs 3:6 I would like to dedicate this dissertation to my “heavenly Father” whose strength and guidance I call upon each and every day. To all the educators who have been affected by cyber harassment; it is my hope that this dissertation be used as a tool to increase awareness of this issue and provide a voice for all those silent victims. Dr. Billie Holubz and Dr. Lucinda Spaulding: thank you for your guidance and assistance. I have gained a lot of knowledge under your direction. Dr. Becky Smith: thank you for believing in me and not giving up even when you could have. Paige: my cheerleader, thanks for the DAILY encouragement and support you found time to give me. My family: God has tremendously blessed me with kind, compassionate, and supportive family members, children, and grandchildren. You are by far the best thing that has ever happened to me. 5 Table of Contents List of Tables ................................................................................................................................ 11 List of Figures ............................................................................................................................... 12 CHAPTER ONE: INTRODUCTION ........................................................................................... 13 Background ................................................................................................................................... 14 Situation to Self ............................................................................................................................ 16 Problem Statement ........................................................................................................................ 19 Purpose Statement ......................................................................................................................... 20 Significance of the Study .............................................................................................................. 20 Research Questions ....................................................................................................................... 23 Research Plan ................................................................................................................................ 24 Delimitations ................................................................................................................................. 25 CHAPTER TWO: LITERATURE REVIEW ............................................................................... 26 Theoretical Framework ................................................................................................................. 26 Antiauthority Cyber Expression ....................................................................................... 27 Contrapower Harassment Theory ..................................................................................... 28 Review of the Literature ............................................................................................................... 29 The Phenomenon of Traditional Student-to-Teacher Bullying ........................................ 32 The Phenomena of Cyberbullying and Cyber Harassment ............................................... 33 Cyberbullying and Cyber Harassment Definitions ........................................................... 34 6 Means and Methods of Cyberbullying and Cyber Harassment ........................................ 36 Factors Associated with Cyberbullying and Cyber Harassment ....................................... 43 Prevalence and Effects Of Cyber Abuse ........................................................................... 47 Educator Cyber Harassment and the Legal System .......................................................... 54 Summary ........................................................................................................................... 57 CHAPTER THREE: METHODOLOGY ..................................................................................... 58 Design ........................................................................................................................................... 58 Research Questions ....................................................................................................................... 60 Setting ........................................................................................................................................... 60 Participants .................................................................................................................................... 63 Procedures ..................................................................................................................................... 65 The Researcher's Role ................................................................................................................... 65 Data Collection ............................................................................................................................. 66 Stage 1 Initial Electronic Survey ...................................................................................... 66 Stage 2 Focus Group Interview ......................................................................................... 68 Stage 3 Individual Interviews ........................................................................................... 69 Stage 4: Guided Journal Reflection Activity ................................................................... 69 Content Validity and Item Analysis .................................................................................. 70 Data Analysis ................................................................................................................................ 74 Epoche ............................................................................................................................... 75 Transcription ..................................................................................................................... 75 7 Horizonalization ................................................................................................................ 75 Meaningful Units .............................................................................................................. 76 Textural and Structural Descriptions ................................................................................ 76 Essence .............................................................................................................................. 77 Trustworthiness ............................................................................................................................. 77 Credibility ......................................................................................................................... 78 Ethical Considerations .................................................................................................................. 82 Summary ....................................................................................................................................... 83 CHAPTER FOUR: FINDINGS ................................................................................................... 85 Results of Initial Electronic Survey .............................................................................................
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