The Dark Side of Academia: The Psychology Behind Institutions Harassment of High-Performing Students
The ubiquitous tale of a well-meaning but often biased academic environment is frequently discussed. Yet, there exists a particularly insidious form of academic misconduct that can be identified through patterns and personal experiences. This article delves into the psychology behind nasty female professors who engage in harassment of high-performing students. By providing an in-depth look at one such experience, we can shed light on this underreported issue.
The Case of Jane: A Microcosm of Systemic Harassment
As an undergraduate history student, the academic landscape can be daunting, especially in disciplines such as social sciences and humanities where meticulous documentation and substantiation of claims are paramount. Despite my diligent efforts in my first three years, maintaining an AA status and participating in various research pursuits, my academic journey took a sudden and disturbing turn.
During the last fall semester, I found myself in two classes taught by a female Ph.D., who I refer to as Jane. This encounter not only reshaped my understanding of academic integrity but also highlighted patterns of harassment and manipulation that are often overlooked. Jane, who is closely associated with my ex-boyfriend, exhibited a hostile demeanor that became eerily clear after our relationship ended and I moved on. Her behaviors ranged from disdainful gestures during my answers to punitive grade adjustments, indicating a disturbing trend.
The Psychology Behind Harassment: Intersectionality and Bias
The motivations behind such behavior can be multifaceted, rooted in various psychological factors. Such professors often exhibit traits of aggressive emotions, low self-esteem, and a need for control. According to psychological theories, individuals who feel threatened by others' success may resort to negative behaviors as a form of retaliation or self-protection. Furthermore, the dynamics of social power and past relationships can influence their treatment of students, especially when emotional ties and traumatic events are involved.
Key Points:
Aggressive Emotions: Professors who feel threatened by a student's success may engage in hostile behavior as a form of retaliation. Low Self-Esteem: Instructors with low self-esteem may lash out at students to boost their own sense of worth. Need for Control: Professors may feel a need to control students to maintain a sense of dominance in the classroom.Interpersonal Connections and Institutional Influence
Professor Jane's behavior raises questions about the interplay between personal and institutional influences. Given her close association with my ex-boyfriend, it is evident that interpersonal connections can have a significant impact on a professor's interactions with students. Moreover, the question of whether academic institutions adequately address and mitigate such cases remains pertinent.
Importantly, the fact that Jane awarded As to her friends, who had never completed an essay for her class, while consistently giving lower grades to other students, suggests that her behavior was not isolated. This pattern indicates a systemic issue within the academic environment, one that often goes unreported or unaddressed.
Implications and Call to Action
The experiences described here serve as a wake-up call for both students and institutions. High-performing students should be aware that they may encounter hostile and biased behaviors, and it is crucial for universities and colleges to establish robust mechanisms for addressing such issues. This includes transparent and supportive policies, as well as training programs for professors to recognize and avoid harmful conduct.
Call to Action:
Universities should implement comprehensive reporting and investigation procedures for academic misconduct. Training programs should be developed to educate professors about the importance of unbiased grading and creating a positive learning environment. Support systems for students, such as counseling and mentoring, should be easily accessible.Ultimately, fostering an academic environment that values respect, fairness, and inclusivity is paramount. It is only through a collective effort that we can ensure that all students, regardless of their personal backgrounds or achievements, receive the support they need to thrive.