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Conventional research on workplace incivility has shown how damaging the perceptions of workplace racism can be on employee well-being, especially minorities at an individual level within organizations. Consequentially, the prolonged exposure to racial discrimination through experience and observation has resulted in racial trauma, which increases an individual’s sensitivity to racial discrimination. One result of this is the hostile attribution of racial discrimination in the workplace. Research on the impact of racial discrimination in the workplace has shown that there are severe negative implications for employees who perceive it, especially when an individual misattributes an interaction as racial discrimination. This study examined the reactions of individuals who observed a workplace interaction between a leader and their subordinates while manipulating the factors leadership style and the presence workplace incivility. It was theorized that interactions using specific leadership styles to facilitate discussion in different ways would moderate an individual’s perception of interactional justice and their race would influence their perception of justice during the interaction which would influence their perception of discrimination overall. Though no significance was found to support the suggest theoretical relationships, secondary analyses revealed interactions with race leadership style, employment status and correlations between perceived interactional justice, racial discrimination and dispositional measures that warrant further investigation. These relationships, their implications and the limitations of the study are all discussed as well.

Indiana University-Purdue University Indianapolis (IUPUI) / In nursing education, faculty incivility toward students is a serious issue that affects the quality of nursing programs and is a precursor to incivility in the nursing workforce. Recent studies demonstrate that more nursing faculty members than previously thought engage in uncivil behaviors toward students. Faculty incivility can be distressing to nursing students and negatively impact learning environments, student learning, and perhaps patient outcomes. Little is known, however, about how students perceive experiences of faculty incivility and how these experiences unfold. The purpose of this grounded theory study was to develop a theoretical framework that describes how incidents of faculty incivility toward traditional Bachelor of Science in Nursing (BSN) students unfold. Thirty traditional BSN students from the National Student Nurses Association who had experienced faculty incivility participated in a semi-structured interview. Analysis of the participants’ narratives was done in two phases. In Study Part 1, content analytic procedures were used to develop a typology that describes six types of faculty incivility that were labeled as follows: judging or labeling students, impeding student progress, picking on students, putting students on the spot, withholding instruction, and forcing students into no-win situations. In Study Part 2, constant comparison analysis was conducted. Segments of data were coded, similar codes were grouped into categories, the dimensions of the categories were determined, and the categories were organized into the final framework. The framework depicts a three-stage process with a focus on strategies students use to manage faculty incivility. The strategies were labelled as followed: seeking help from other professors, commiserating with peers, going up “the chain of command,” keeping one’s “head down,” getting professional help, and giving oneself a “pep-talk.” The findings provide a foundation for the development of programs to reduce faculty incivility in BSN programs and to help students manage it when it occurs.

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Purpose: Incivility is rude or discourteous behavior that demonstrates a lack of respect for others. Nursing student-to-student incivility behaviors cause psychological and physiological distress for victims and witnesses. Study purposes: identify student lateral incivility behaviors; determine frequency of experienced incivility; and describe student coping strategies when experiencing incivility. Aims: This study addressed five Quantitative Questions and four optional Qualitative Questions. This presentation will address the participant narrative responses to one Qualitative Question: Describe an uncivil encounter you have experienced or witnessed in nursing education within the past 12 months. Methods: A quantitative nonexperimental descriptive research design was used. Recruitment utilized nonprobability convenience sampling. National Student Nurses’ Association (NSNA) members were invited to participate through their NSNA member email addresses. Inclusion criteria: being a prelicensure registered nursing student aged 18 and over, ability to read and write English, and participation in a clinical nursing experience. Participants completed an anonymous online survey: electronic consent form, demographic sheet, Incivility in Nursing Education-Revised (INR-E) survey, and Ways of Coping (Revised)* Questionnaire. East Tennessee State University Institutional Review Board (IRB) approved this study. Data analysis: descriptive statistics and the Kruskal-Wallis Test (K-W). Results: Surveys returned-990; Complete and analyzed-373; Narrative response to the optional qualitative question-286. Limitations: convenience sampling; sample bias and lack of equal student group representation due to self-enrollment; and results are not generalizable. Conclusions: Nursing faculty are the main cause of academic incivility followed by university staff, clinical preceptors, and peers. All nurses need incivility education.

This study examined differences in faculty and students' perspectives regarding the frequency, acceptability, and attributions for classroom incivilities and academic entitlement (AE). Nine behaviors commonly defined as incivility were measured and include: 1) sleeping in class, 2) inappropriate use of technology, 3) talking to other students during lecture, 4) leaving lecture without permission, 5) answering the phone during lecture, 6) displaying rude behavior, 7) expressing boredom, 8) expressing anger, and 9) confrontations regarding grades during class. A qualitative analysis of incivility and academic entitlement (AE) was also conducted. Examinations of both faculty and student perceptions of incivility have been reported; however, including faculty and student measures of both incivility and AE behaviors is a new addition to the literature. The sample included 31 faculty and 82 students from a Southwestern research-1 university. Both faculty and students agreed that on some level all nine incivilities were unacceptable. However, students were significantly less likely than faculty to say that inappropriate use of technology, talking during lecture, and leaving class without permission were unacceptable student behaviors. Reasons explaining why faculty and students believe the incivilities and AE behavior occurred are outlined. Implications for college policy are also discussed in light of the significant faculty and student differences in perception regarding what constitutes appropriate classroom behavior.

Theories of intersectionality and selective incivility framed this study of interactions between sex, ethnicity, and sexual orientation, and their relationship with incivility and psychological and occupational outcomes. Women, sexual minorities, and people of color were expected to report both the greatest levels of incivility as well as the worst outcomes as a result of receiving incivility. Specifically, sexual minority women of color were predicted to be the most vulnerable to experiencing the highest levels of incivility and to experience the worst outcomes as a result of incivility. Survey data was first collected from a southern United States student sample. Results revealed that sexual minorities reported the most frequent experiences of workplace incivility. In terms of outcomes, sex and sexual orientation interacted with incivility to predict psychological stress and organizational commitment, with sexual minority men evidencing the worst outcomes. To determine the generalizability of the results of Study 1, a second survey was conducted utilizing a United States law school faculty sample. Results from Study 2 revealed that sexual minority women reported significantly higher levels of incivility than members of other groups. Additionally, sexual orientation and ethnicity interacted with incivility to predict job satisfaction and commitment, with sexual minority people of color reporting the worst outcomes. Finally, sex and ethnicity interacted with incivility to predict psychological distress, burnout, job satisfaction, and turnover intentions, with men of color indicating the worst outcomes as a result of incivility.