DOCSLIB.ORG

İş Yaşamında Psikolojik Yıldırma Ve Psikolojik Yıldırmaya Direnç

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
İş Yaşamında Psikolojik Yıldırma Ve Psikolojik Yıldırmaya Direnç T.C. İstanbul Üniversitesi Sosyal Bilimler Enstitüsü İşletme Anabilim Dalı İnsan Kaynakları Yönetimi Bilim Dalı Doktora Tezi İş Yaşamında Psikolojik Yıldırma ve Psikolojik Yıldırmaya Direnç Gösteren Kişilik Özellikleri ile İlişkisi Gülşah Karavardar 2502050292 Tez Danışmanı Prof. Dr. Ayşe Oya Özçelik İstanbul 2009 ÖZ İş Yaşamında Psikolojik Yıldırma ve Psikolojik Yıldırmaya Direnç Gösteren Kişilik Özellikleri ile İlişkisi Gülşah Karavardar Bu çalışmada, psikolojik yıldırma ve psikolojik yıldırmaya direnç gösteren kişilik özelliklerine bağlı davranışsal tepkiler olan psikolojik dayanıklılık, stresle baa çıkma yollarını kullanma, algılanan sosyal destek ve hakkını arama kavramları incelenmiştir. Çalışmanın ilk bölümünde, psikolojik yıldırma kavramı ve bu kavramla ilgili unsurlar incelenmiştir. Psikolojik yıldırma kavramı açıklanırken, tanımı, tarihçesi, bu alandaki önemli aratırmalar, nedenleri, sürecin nasıl işlediği, roller ve son olarak da sonuçları incelenmiştir. Çalışmanın ikinci bölümünde, psikolojik yıldırmaya direnç gösteren kişilik özelliklerine bağlı davranışsal tepkiler üzerinde durulmutur. Bu bölümde psikolojik dayanıklılık, stresle baa çıkma yollarını kullanma, algılanan sosyal destek ve hakkını arama kavramları incelenmiştir. Son bölümde ise, aratırmanın modelini oluturan önermeler test edilmiştir. iii ABSTRACT Mobbing in the business life and the relation with the predictive values of mobbing resistance personality characteristics Gülşah Karavardar In this study, mobbing and predictive values of mobbing resistance personality characteristics namely hardiness, coping ways, perceived social support and assertiveness issues are analysed. In the first section, mobbing and related issues are studied. While representing mobbing issue, its definition, history, important studies in this field, reasons, process, roles and finally the outcomes are studied. In the second section, predictive values of mobbing resistance personality characteristics namely hardiness, coping ways, perceived social support and assertiveness issues are analysed. In the last section, hypothesis of the research’s model are tested. iv ÖNSÖZ Bu çalışmada amaç, psikolojik yıldırmaya direnç gösteren kişilik özelliklerine bağlı davranışsal tepkiler (psikolojik dayanıklılık, stresle baa çıkma yollarını kullanma, algılanan sosyal destek ve hakkını arama) ile psikolojik yıldırma mağdurlarının psikolojik yıldırma sonucu iş performanslarının nasıl etkilendiğine ilişkin görüleri ve psikolojik yıldırma mağdurlarının psikolojik yıldırmaya gösterdikleri tepkiler arasındaki farklılıkları ortaya koymaktır. Psikolojik yıldırma unsuru, iş yaamında güçlü bir stres kaynağıdır. İzleyici ve mağdur rolleri ile hem çalışanlar, hem de işletmeler açısından maddi ve manevi çeitli kayıplara sebep olabilir. Psikolojik yıldırmaya direnç gösteren kişilik özelliklerine bağlı davranışsal tepkilerin (psikolojik dayanıklılık, stresle baa çıkma yollarını kullanma, algılanan sosyal destek ve hakkını arama), psikolojik yıldırmaya karşı direnç göstermesi nedeniyle; çalışanların ve işletmelerin bu kişilik özelliklerine, işe alımlarda ve işletme içi eğitimlerde gerekli dikkati göstermesi gerektiği aikardır. Bu çalışmanın konusu, görüldüğü üzere hem işletmeler hem de çalışanlar için önem arz etmektedir. Bu çalışmada gösterdikleri ilgi ve katkılarından dolayı tüm hocalarıma gönülden teekkür ederim. Sevgili eim Dr. Alper Karavardar’a da çalışmanın baından sonuna kadar gösterdiği sabrı ve çabaları için çok teekkür ederim. v İÇİNDEKİLER Sayfa ÖZ ............................................................................................................................ iii ABSTRACT ............................................................................................................. iv ÖNSÖZ ....................................................................................................................v İÇİNDEKİLER ......................................................................................................... vi TABLOLAR LİSTESİ ................................................................................................x EKİLLER LİSTESİ ................................................................................................ xv KISALTMALAR LİSTESİ ....................................................................................... xvi EKLER LİSTESİ ................................................................................................... xvii GİRİ ...................................................................................................................... 1 BİRİNCİ BÖLÜM: PSİKOLOJİK YILDIRMA ............................................................ 2 1.1. Psikolojik Yıldırmanın Tanımı ................................................................. 2 1.2. Psikolojik Yıldırmanın Tarihsel Gelişimi ve Önemli Aratırmalar ............ 3 1.3. Psikolojik Yıldırmanın Nedenleri ............................................................ 7 1.4. Psikolojik Yıldırma Davranışları ve Süreci ........................................... 14 1.5. Psikolojik Yıldırma Sürecindeki Roller .................................................. 20 1.5.1. Psikolojik Yıldırma Aktörü ...................................................... 21 1.5.2. Psikolojik Yıldırma Mağduru ................................................. 27 1.5.3. Psikolojik Yıldırma İzleyicileri ................................................ 31 1.5.4.Organizasyon Kültürü, Yapısı ve Sosyal Çevre ..................... 32 1.6. Psikolojik Yıldırmanın Sonuçları .......................................................... 41 1.6.1.Mağdur Açısından Sonuçları ................................................. 42 1.6.2.İşletme Açısından Sonuçları .................................................. 46 İKİNCİ BÖLÜM: PSİKOLOJİK YILDIRMAYA DİRENÇ GÖSTEREN KİİLİK ÖZELLİKLERİ ...................................................................................................... 50 2.1.Kişilik ................................................................................................... 50 2.2.Psikolojik Dayanıklılık .......................................................................... 53 2.3.Stresle Baa Çıkma Yollarını Kullanma ................................................ 62 2.4.Algılanan Sosyal Destek ...................................................................... 70 2.5. Hakkını Arama .................................................................................... 77 vi ÜÇÜNCÜ BÖLÜM: İ YAAMINDA PSİKOLOJİK YILDIRMANIN, PSİKOLOJİK YILDIRMAYA DİRENÇ GÖSTEREN KİİLİK ÖZELLİKLERİNE BAĞLI DAVRANISAL TEPKİLER İLE İLİKİSİNE YÖNELİK BİR ARATIRMA: 86 3.1. Aratırmanın Konusu .......................................................................... 86 3.1.1. Aratırmanın Amacı ve Önemi .............................................. 86 3.1.2.Aratırmanın Sınırlılıkları ....................................................... 87 3.1.3. Aratırmanın Modeli ve Önermeleri ...................................... 88 3.1.4. Aratırmanın Varsayımları .................................................... 91 3.2. Aratırmanın Yöntemi ......................................................................... 91 3.2.1.Veri Toplama Yöntemi ........................................................... 91 3.2.2. Aratırmanın Değişkenleri .................................................... 92 3.2.2.1. Psikolojik Yıldırma Ölçeği ....................................... 92 3.2.2.1.1.Psikolojik Yıldırma Mağduru Çalışanın Psikolojik Yıldırmanın İş Performansı Üzerindeki Etkileri Hakkındaki Görüşleri .................................... 92 3.2.2.1.2. Psikolojik Yıldırma Mağduru Çalışanın Karşı Tepkide Bulunması .................................................. 93 3.2.2.2. Psikolojik Dayanıklılık Ölçeği .................................. 93 3.2.2.2.1. Psikolojik Dayanıklılık Ölçeği’nin Güvenilirlik Testleri .................................................................... 94 3.2.2.3. Stresle Baa Çıkma Yollarını Kullanma Ölçeği ....... 94 3.2.2.3.1. Stresle Baa Çıkma Yollarını Kullanma Ölçeği’nin Alt Ölçekleri ve Güvenilirlik Testleri ......... 95 3.2.2.4.Algılanan Sosyal Destek Ölçeği .............................. 96 3.2.2.4.1.Algılanan Sosyal Destek Ölçeği’ni Güvenilirlik Testleri .................................................. 97 3.2.2.5. Hakkını Arama Ölçeği ............................................ 97 3.2.2.5.1. Hakkını Arama Ölçeği’nin Güvenilirlik Testleri .................................................................... 98 3.2.3. Aratırmanın Bulguları ve Kullanılan İstatistikî Yöntemler ..... 98 3.2.3.1. Mann-Whitney Testi ............................................... 99 3.2.3.2. Kruskal-Wallis Testi .............................................. 100 3.2.3.3. Ki Kare Testi ........................................................ 100 vii 3.2.3.4. Spearman Sıra Farkları Korelâsyon Katsayısı ...... 101 3.2.4. Anakütle ve Örneklem ........................................................ 101 3.3. Aratırmanın Bulguları ve Değerlendirme ......................................... 102 3.3.1. Aratırmanın Genel Demografik Bulguları ............................... 102 3.3.2. Psikolojik Yıldırma Anketine Verilen Yanıtların Frekansları ..... 106 3.3.3. Tutum Ölçeklerinin Betimleyici İstatistikleri .............................. 112 3.3.4. Aratırmanın Önermeleri ve Değerlendirme Sonuçları ............ 116 3.3.4.1. Psikolojik Yıldırma Mağduru Olma ile Çalışanın Demografik Özellikleri Arasındaki Anlamlı Farklılığın Testi
Load more

Recommended publications
  • Bullying Prevention Lending Library
    BULLYING PREVENTION LENDING LIBRARY Educator Resources Adina's Deck. Award winning DVD series about the fictional detective club, "Adina's Deck" a group of friends who help solve challenges current to today's young people. Grades 4 – 8. Bully-Book. An electronic book with follow-up questions. Grades K – 3. Bully Busters. Arthur M. Horne, Christi L. Bartolomucci and Dawn Newman-Carlson. Teaching manual for helping bullies, victims and bystanders. Grades K – 5. The Bully Free Classroom by Allan L. Beane, PhD. Grades K – 8. Bully Free Lesson Plans by Allen L. Beane, PhD, Linda Beane and Pam Matlock, MA. Grades K – 8. Bully Proof. Developed by Nan Stein, Emily Gaberman and Lisa Sjostrum. A teacher’s guide on teasing and bullying for use in grades 4 – 5. Bully Safe Schools. DVD Bullying Hurts Everyone. DVD. Bullying K – 5: Introductory Videos for Elementary School Students, Teachers, and Parents from the authors of Olweus Bullying Prevention Program. DVD. Bullying 6 – 8: Introductory Videos for Middle School Students, Teachers, and Parents from the authors of Olweus Bullying Prevention Program. DVD. Bullying: Prevention and Intervention for School Staff. Channing Bete. DVD. Class Meetings That Matter from Olweus Bullying Prevention Program. Grades K – 5 & 6 – 8. Cyber Bullying: A Prevention Curriculum by Susan P. Limber, Ph.D., Robin M. Kowalski, Ph.D., and Patricia W. Agatston, Ph.D. Grades 3 – 5 and 6 – 12. Cyberbullying—Safe to Learn: Embedding nti-bullying work in schools from the Pennsylvania Department for Children, Schools and Families. Deanna’s Fund Bullying Prevention Kit. Kit includes a DVD with segments of the theatrical production Doin’ the Right Thing, teacher’s guide and activities.
    [Show full text]
  • Cyberbullies on Campus, 37 U. Tol. L. Rev. 51 (2005)
    UIC School of Law UIC Law Open Access Repository UIC Law Open Access Faculty Scholarship 2005 Cyberbullies on Campus, 37 U. Tol. L. Rev. 51 (2005) Darby Dickerson John Marshall Law School Follow this and additional works at: https://repository.law.uic.edu/facpubs Part of the Education Law Commons, Legal Education Commons, and the Legal Profession Commons Recommended Citation Darby Dickerson, Cyberbullies on Campus, 37 U. Tol. L. Rev. 51 (2005) https://repository.law.uic.edu/facpubs/643 This Article is brought to you for free and open access by UIC Law Open Access Repository. It has been accepted for inclusion in UIC Law Open Access Faculty Scholarship by an authorized administrator of UIC Law Open Access Repository. For more information, please contact [email protected]. CYBERBULLIES ON CAMPUS Darby Dickerson * I. INTRODUCTION A new challenge facing educators is how to deal with the high-tech incivility that has crept onto our campuses. Technology has changed the way students approach learning, and has spawned new forms of rudeness. Students play computer games, check e-mail, watch DVDs, and participate in chat rooms during class. They answer ringing cell phones and dare to carry on conversations mid-lesson. Dealing with these types of incivilities is difficult enough, but another, more sinister e-culprit-the cyberbully-has also arrived on law school campuses. Cyberbullies exploit technology to control and intimidate others on campus.' They use web sites, blogs, and IMs2 to malign professors and classmates.3 They craft e-mails that are offensive, boorish, and cruel. They blast professors and administrators for grades given and policies passed; and, more often than not, they mix in hateful attacks on our character, motivations, physical attributes, and intellectual abilities.4 They disrupt classes, cause tension on campus, and interfere with our educational mission.
    [Show full text]
  • Mobbing in the Context of a Woman's Life
    #24 2014 ISSN 1715-0094 Morrison Kenney, R. (2014). Mobbing in the Context of a Woman’s Life. Workplace, 24, 42-51. RACHEL MORRISON KENNEY MOBBING IN THE CONTEXT OF A WOMAN’S LIFE1 Trauma in Middle Age My conversations with Gertraud took place in 2009, in the peaceful, refined, so very civilized setting of her apartment in one of the tonier high-rise condos in Waterloo, Ontario. I had just moved into an apartment of my own, where I could scarcely see the floor for all the cardboard boxes still unpacked. This impeccably ordered display of European taste was in sharpest contrast to the half-assembled furnishings from big-box stores strewn about my dwelling. Nothing here hinted at the pain and loss that had marked this ninety-year-old woman’s life, much less the nadir in 1976, that I had come to talk to her about. Nor did her personal appearance. Petite, gracious, with honey-coloured hair and the kind of eyes that smile on their own, she wore a blouse with nary a wrinkle, and over it a delicate brooch. She was a picture of what used to be called “good breeding.” That first day, and all the other times we met, Gertraud carried herself with grace and no inkling of self- pity. Her manners, so I was to learn, were a clue to her deep appreciation for the preciousness of life. In counterpoint to the staggering sorrows she had known were even greater joys, moments when she witnessed the power of compassion in the midst of strife.
    [Show full text]
  • In the Shadow of the Law: the Silence of Workplace Abuse
    IN THE SHADOW OF THE LAW: THE SILENCE OF WORKPLACE ABUSE PhD Candidate: Ms Allison Jean Ballard Supervisors: Professor Patricia Easteal, AM Assistant Professor Bruce Baer Arnold Month and Year of Submission: January 2019 Thesis submitted for the Degree of Doctor of Philosophy in Law (941AA) The University of Canberra, Bruce, Australian Capital Territory, Australia Acknowledgements Somewhat uncommonly perhaps, I have been fortunate to have had the same two supervisors throughout my PhD journey. It has been a privilege and a huge pleasure to be guided by, and to learn from my primary supervisor (now Emeritus) Professor Patricia Easteal AM and my secondary supervisor, Assistant Professor Bruce Baer Arnold. Patricia in particular has been my rock. Without Patricia’s amazing kindness, guidance, encouragement, and friendship, I would have ‘thrown in the towel’ and left the PhD boxing ring long ago. Without her support, my well-developed ability to procrastinate (God, help me to finish everything I sta….)1 and to be distracted (God, help me to keep my mind on th– … Look a bird – ing at a time)2 would have reigned supreme. So, my immeasurable thanks to the extraordinary Patricia. Bruce, ever pragmatic and focused on the end game, reminded me to stay focused, helping me to tow the academic line, not take off on too many ‘flights of fancy’, and to check my footnotes! It has been a rollercoaster journey that has spanned three different careers across six different sectors. During this time, I have also started a pro bono virtual legal practice, and established, with my dear friend, and fellow academic, traveller, and shoe-shopper, Doris Bozin, one of the first university-based health-justice legal advice clinics.
    [Show full text]
  • PREVENTING and ERADICATING BULLYING “Creating a Psychologically Healthy Workplace”
    PREVENTING and ERADICATING BULLYING “Creating a Psychologically Healthy Workplace” RESOURCE GUIDE And TALKING POINTS for LEADERS AND CHANGE CHAMPIONS March 25, 2014 TABLE OF CONTENTS INTRODUCTION 2 Section I: Resource Guide 4-18 Working Definition and Example Language Describing Bullying 5 Factors to Consider When Evaluating The Example Language 6 Other Definitions of Bullying 7 Types of Bullying 7 Examples of Bullying Behavior and Its Impact 8 Research Results Related to Bullying: Elementary and Secondary Education 9 Research Related to Bullying: College and Universities 10 Research Related to Bullying: The American Workplace 12 Leading and Best Practices to Prevent and Address Bullying 13 What Not To Do: Misdirection In Bullying Prevention and Response 14 The Namie Blueprint to Prevent and Correct Workplace Bullying 15 History of Workplace Bullying 17 SECTION II: TALKING POINTS 19-35 Presentation Slides 20 Conversations About Bullying: An Activity 31 SECTION III: RESOURCES 36-39 1 INTRODUCTION Awareness of bullying as an undesirable and harmful behavior has increased over the past few years. From grade schools to colleges, from workplaces to professional sports, stories about bullying and its debilitating and sometimes life-threatening impact have become part of everyday communications. Leading print and digital newspapers have dedicated feature articles on the subject. The Internet, through social media sites and blogs, has posted numerous comments about school and workplace bullying. In July of 2010, Parade magazine, a syndicated periodical distributed with Sunday editions of newspapers across the country, asked its readers if “workplace bullying should be illegal?” More than 90 percent of the respondents said yes. As recent as February 2014, USA Today, a major national publication, published an article entitled, “Hurt Can Go On Even After Bullying Stops.” The article indicated that early intervention is key to stop bullying because the health effects can persist even after bullying stops.
    [Show full text]
  • Le Mobbing En Milieu Académique Mieux Comprendre Le Phénomène Pour Mieux L’Enrayer
    OCTOBRE 2018 Rapport de recherche Le mobbing en milieu académique Mieux comprendre le phénomène pour mieux l’enrayer Crédits Recherche et rédaction Véronique Tremblay-Chaput Chercheuse Révision et mise en page Jean-Marie Lafortune Président, FQPPU Maryse Tétreault Professionnelle de recherche, FQPPU Hans Poirier Professionnel de recherche, FQPPU Fédération québécoise des professeures et professeurs d’université 666, rue Sherbrooke Ouest #300 Montréal (Québec) H3A 1E7 1 888 843 5953 / 514 843 5953 www.fqppu.org Dépôt légal : 3e trimestre 2018 Bibliothèque et Archives nationales du Québec ISBN : 978-2-921002-32-5 (br.) ISBN : 978-2-921002-33-2 (PDF) Le mobbing en milieu académique : mieux comprendre le phénomène pour mieux l’enrayer - FQPPU _________________________________________________________________________________________________ Avant-propos Le mobbing au travail est un sujet dont on entend de plus en plus parler dans les couloirs des universités. Il ne fait pas de doute que ce phénomène réfère à une forme particulière de harcèlement, que l’on pourrait associer à du harcèlement moral ou psychologique, mais dont la finalité revêt un caractère plus « total » dans la mesure où elle vise l’expulsion de la victime de son milieu de travail. Le mobbing se distingue toutefois d’autres formes de harcèlement en raison de sa dynamique particulière qui engage tant l’organisation que les collègues des victimes. Rumeurs, commentaires désobligeants et atteintes à la réputation sont autant de manifestations du mobbing susceptibles d’affecter gravement le climat de travail dans nos universités, malgré leur caractère insidieux. À la lumière de ces spécificités, ce rapport n’est donc pas une « autre » ressource sur le harcèlement, mais bien un document qui vise à mieux circonscrire le phénomène singulier et peu étudié qu’est le mobbing en milieu académique.
    [Show full text]
  • What Is Mobbing? Budget Cuts Are Not the Only Way Workers Are Forced from Jobs: Workplace Abuse
    What is Mobbing? Budget Cuts Are Not the Only Way Workers Are Forced from Jobs: Workplace Abuse “The mobbing syndrome is a malicious attempt to force a person out of the workplace through unjustified accusations, humiliation, general harassment, emotional abuse, and/or terror. “It is a ‘ganging up’ by the leader(s) - organization, superior, co-worker, or subordinate - who rallies others into systematic and frequent ‘mob-like’ behavior. “Because the organization ignores, condones, or even instigates the behavior, it can be said that the victim, seemingly helpless against the powerful and many, is indeed ‘mobbed.’ The result is always injury - physical or mental distress or illness and social misery and, most often, expulsion from the workplace.” -Mobbing: Emotional Abuse in the American Workplace, by Davenport, Schwartz, and Elliott, 1999. When a budget crisis hits a large institution, certain workers often seem to be treated as though they are“expendable,” and are often the first forced out. But this is not the only manner in which workers are driven out of the workplace. Mobbing has been recognized for many years in Europe, and it is also beginning to be identified as a serious workplace problem in the United States. The authors above go on to say, “Mobbing is an emotional assault. Through innuendo, rumors, and public discrediting, a hostile environment is created in which one individual gathers others to willingly, or unwillingly participate in continuous malevolent actions to force a person out of the workplace.” “These actions escalate into abusive and terrorizing behavior. The victim feels increasingly helpless when the organization does not put a stop to the behavior or may even plan or condone it..
    [Show full text]
  • Support and Mistreatment by Public School Principals As Experienced by Teachers: a Statewide Survey
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Diane Sue Burnside Huffman Candidate for the Degree: Doctor of Philosophy ___________________________________________ Director Dr. Thomas S. Poetter ___________________________________________ Reader Dr. William J. Boone ___________________________________________ Reader Dr. Kathleen Knight Abowitz ___________________________________________ Reader Dr. Andrew M. Saultz ABSTRACT SUPPORT AND MISTREATMENT BY PUBLIC SCHOOL PRINCIPALS AS EXPERIENCED BY TEACHERS: A STATEWIDE SURVEY by Diane Sue Burnside Huffman Skillful teachers are key to developing good schools. Because of this, understanding the school as a workplace is necessary to investigate why teachers leave and what encourages them to stay. The relationship between the principal, as the boss, and the teacher, as the employee, is one under- researched component of the school workplace which is important for developing a broad understanding of teacher turnover. This cross-sectional study uses a definition of principal mistreatment behaviors from the literature in the development of an original mixed method survey and a random sample of teachers from public schools in the State of Ohio to investigate how often principal mistreatment behaviors are experienced by a random sample of teachers in K-12 public schools. Mistreatment behaviors were paired with an opposite principal support behavior using Likert-style response options and were specifically focused on the 2012-2013 school year. Open- ended questions were included which asked for more general experience with principal mistreatment behaviors, effects on the teachers health, opinions about school culture and student bullying, and the effects of principal treatment behaviors on the teachers sense of efficacy and job satisfaction.
    [Show full text]
  • Shame, Rage and Freedom of Speech: Should the United States Adopt European "Mobbing" Laws?
    SHAME, RAGE AND FREEDOM OF SPEECH: SHOULD THE UNITED STATES ADOPT EUROPEAN "MOBBING" LAWS? Brady Coleman* I. "MOBBING": AN ALTERNATIVE PARADIGM OF HARASSMENT ...... 54 II. THE CLAIM: STATUS-BASED HARASSMENT IS NOT MORE PSYCHOLOGICALLY HARMFUL .............................. 63 A. The Claim by the Supreme Court ......................... 63 B. The Claim by Legal Scholars ............................ 66 C. Elaboratingon the Claim: A Shame/Rage Hypothesis ......... 67 D. Mobbing, Ostracism and Shame .......................... 72 E. Comparing the Damage: Shame v. Rage ................... 77 III. THE REBUTFAL: STATUS-BASED HARASSMENT IS MORE PSYCHOLOGICALLY HARMFUL .............................. 80 A. The Rebuttal by the Supreme Court ....................... 80 B. The Rebuttal by Legal Scholars .......................... 83 C. A Rebuttal of the Shame/Rage Hypothesis .................. 85 IV. MOBBING AND FREEDOM OF SPEECH ......................... 89 A. Content-Neutrality .................................... 91 B. Vagueness and Overbreadth ............................. 95 * Assistant Professor, South Texas College of Law; J.D., Harlan Fiske Stone Scholar, Columbia 1989; M.A., App. Linguistics, Univ. Leicester 1998; B.A., summa cum laude, Amherst College 1985; law clerk to Judge John R. Brown (5th Cir. 1990). I am grateful to professors Kingsley Browne, Paul Gilbert, Fred Schauer, Vicki Shultz, Eugene Volokh, Ken Westhues, Richard G. Wright, and David Yamada for their comments. Research assistants Zahra Jivani and Catherine Breyer provided editorial
    [Show full text]
  • Workplace Bullying and Harassment
    Law and Policy Remedies for Workplace Bullying in Higher Education: An Update and Further Developments in the Law and Policy John Dayton, J.D., Ed. D.* A dark and not so well kept secret lurks the halls of higher education institutions. Even among people who should certainly know better than to tolerate such abuse, personnel misconduct in the form of workplace bullying remains a serious but largely neglected problem.1 A problem so serious it can devastate academic programs and the people in them. If allowed to maraud unchecked, workplace bullies can poison the office culture; shut down progress and productivity; drive off the most promising and productive people; and make the workplace increasingly toxic for everyone who remains in the bully dominated environment.2 A toxic workplace can even turn deadly when stress begins to take its all too predictable toll on victims’ mental and physical health, or interpersonal stress leads to acts of violence.3 Higher education institutions are especially vulnerable to some of the most toxic forms of workplace bullying. When workplace bullies are tenured professors they can become like bullying zombies seemingly invulnerable to efforts to stop them while faculty, staff, students, and even university administrators run for cover apparently unable or unwilling to do anything about the loose-cannons that threaten to sink them all. This article examines the problem of workplace bullying in higher education; reviews possible remedies; and makes suggestions for law and policy reforms to more effectively address this very serious but too often tolerated problem in higher education. * This article is dedicated to the memory of Anne Proffitt Dupre, Co-Director of the Education Law Consortium, Professor of Law, Law Clerk for the U.S.
    [Show full text]
  • The Weaponization of Student Evaluations of Teaching: Bullying and the Undermining of Academic Freedom Jason Rodriguez
    Back to Volume Ten Contents The Weaponization of Student Evaluations of Teaching: Bullying and the Undermining of Academic Freedom Jason Rodriguez Abstract Student evaluations of teaching (SETs) can be weaponized to justify undermining academic freedom and subjecting untenured and contingent faculty to surveillance and bullying. I use an autobiographical case study of my experience of the tenure process at a small liberal arts college to illustrate how SETs can enable these processes. SETs have the power they do, in part, because of an increasingly precarious academic job market and because SETs can be deployed to make forms of bullying appear to be based on data. Moreover, SETs are a particularly adaptable weapon because the data can be interpreted to justify a range of positions. As such, SETs can be wielded to exacerbate the asymmetrical character of the relations of power that untenured and contingent faculty experience and to counter diversification, interdisciplinarity, and other important transformations taking place in higher education. Student evaluations of teaching (SETs) can be utilized as an institutionally legitimized weapon to bully untenured and contingent faculty and compel conformity to the whims of tenured colleagues. They can also be used to stifle efforts to diversify higher education, foster interdisciplinarity, and undo long-standing hierarchies. Furthermore, in academia, pressures to conform often look like a discourse of “cooperation,” “civility,” and invoking “our” department culture and the way “we” do things. SETs facilitate the translation of such pressures into ostensibly neutral, data-based demands. Copyright American Association of University Professors, 2019 AAUP Journal of Academic Freedom 2 Volume Ten The meaning ascribed to SET data is created through the particular analysis of those data.
    [Show full text]
  • Escuela De Pedagogía
    .: SÓLO PARA CONSULTA :. CAMPUS BONATERRA ESCUELA DE PEDAGOGÍA EL NIVEL DE CONOCIMIENTO DE LOS DOCENTES SOBRE ESTRATEGIAS DE DETECCIÓN Y PREVENCIÓN DEL BULLYING INTRAGÉNERO FEMENINO Y SU INFLUENCIA EN EL TIPO DE DESARROLLO EDUCATIVO Y PROFESIONAL DE LAS ESTUDIANTES DE LA ESCUELA SECUNDARIA TÉCNICA No. 27 “BENEMÉRITO DE LAS AMÉRICAS” TESIS QUE PRESENTA GABRIELA VELASCO LÓPEZ PARA OBTENER EL GRADO DE MAESTRÍA EN ENSEÑANZA SUPERIOR CON RECONOCIMIENTO DE VALIDEZ OFICIAL DE ESTUDIOS DE LA SECRETARÍA DE EDUCACIÓN PÚBLICA, DE ACUERDO CON EL N° 964016 DE FECHA 01-03-96 DIRECTOR DE TESIS MTRO. ENRIQUE DE LEÓN DÁVALOS AGUASCALIENTES, AGS., FEBRERO DE 2012. .: SÓLO PARA CONSULTA :. DEDICATORIAS A MI MEJOR AMIGO MI COMPAÑERO DE TODA LA VIDA, A MI PAREJA INCANSABLE Y FERREO QUIEN ME IMPULSÓ A SEGUIR Y TERMINAR SIN IMPORTAR LOS SACRIFICIOS QUE SE VIVIERON, GRACIAS EDUARDO POR TU APOYO INCONDICIONAL. AL AMOR DE MI VIDA Y MOTOR PARA VIVIR Y PROGRESAR,, A TÍ LA NIÑA DE MIS OJOS XITLALLI GRACIAS POR SER MI CONEXIÓN CON DIOS Y DARME EL PRIVILEGIO DE SER TU MADRE. .: SÓLO PARA CONSULTA :. AGRADECIMIENTOS GRACIAS A TI SEÑOR QUIEN ME HA DADO ESPERANZA Y FE PARA INICIAR ESTE CAMINO TAN DIFÍCIL PERO AL MISMO TIEMPO LLENO DE SATISFACCIONES Y LOGRAR TERMINAR CON ÉXITO ESTE GRAN PROYECTO EL CUAL ME AYUDARÁ PARA SERVIR Y APORTAR ALGO POSITIVO A MI PAIS. GRACIAS A TI PADRE POR EL APOYO INCONDICIONAL Y POR LA CONFIANZA QUE SIEMPRE ME DISTE AL IMPULSAR MI PENSAMIENTO INQUIETO Y LLENO DE IDEAS, GRACIAS POR DARME TU CREDIBILIDAD SIN IMPORTAR MI GÉNERO Y ROL SOCIAL.
    [Show full text]