Existing whistle-blower research has found that retaliation affects the whistle-blowing process. However, there is little literature focusing on the personal and emotional effects that retaliation can have on the whistle-blower’s life. Furthermore, while whistle-blowing has been studied in various organizational contexts, both public and private, virtually no research exists on whistle-blowing in the context of the public school system. This study examines the effects of the whistle-blowing process, specifically the effects of retaliation, on the life of the whistle-blower through a narrative identity construct in the context of the Texas Public School System. This study utilizes narrative analysis to understand the relationship between retaliation and the whistle-blowers’ narrative identity. the analysis reveals that whistle-blowers’ decisions to disclose instances of wrong-doing are motivated by their desired narrative identities. Furthermore, this study shows that retaliation has the greatest effect when it directly attacks the whistle-blowers’ identities.
Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc115087 |
Date | 05 1900 |
Creators | Gravley, Dianne Yvonne |
Contributors | Richardson, Brian K., Wang, Zuoming, Allison, John M., Jr. |
Publisher | University of North Texas |
Source Sets | University of North Texas |
Language | English |
Detected Language | English |
Type | Thesis or Dissertation |
Format | Text |
Rights | Public, Gravley, Dianne Yvonne, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0013 seconds