"An Autoethnographic Account of Faculty-on-Student Abuse: Walking on Eggshells" in Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics: Autoethnographic Accounts
Chapter in a Book
Systematic bullying is rampant in academia, particularly against women and women of color. Such bullying is particularly salient in institutions with Ph.D. programs, where faculty-student relationships may play a significant role in the outcomes of Ph.D. students' academic trajectory. The purpose of this chapter is to critically examine the hierarchical social structures that construct academic culture and uphold power inequities to the disadvantage of students. Specifically, I use personal narratives relating to bullying in academia in order to connect individual experiences to a broader discussion of the power inequities that covertly – and often overtly – —govern academic culture. This chapter further looks at how these power inequities, particularly between faculty and students, are compounded by intersectional, minoritized identities. I conclude by calling on members of the academic community in privileged positions of power to not only support and protect vulnerable students, but also hold one another accountable for bullying and/or for tacit approval of it.
Ali, Farah. (2023). An Autoethnographic Account of Faculty-on-Student Abuse: Walking on Eggshells. In B. Yazan, E. Trinh, L.J. Pentón Herrera (eds.) Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics: Autoethnographic Accounts (pp. 119–132). Routledge.