ACADEMIC SHAMING

Its Legacy, Impact and Implications

C. Elizabeth Barrette
EDUC 6326

RESEARCH
QUESTIONS

What does current research reveal concerning

academic shaming?
What strategies exist to guide those currently using
academic shaming as a pedagogical device to utilize
different practices that achieve positive results for
all concerned?
What further work is needed to effectively eliminate
academic shaming and teacher bullying?

GETTING ON THE SAME PAGE

~ A FEW TERMS
ming

Sha

Shame

vs.

]
bjective
u
s
[
,
e
t
ce
i va
is a pr ious experien hat
c
s
lt
self-con ndividuals fee y
hi
ilit
in whic s or vulnerab
s
e
n
t
a weak
osed no to
p
x
e
n
e
has be hers but also
ot
m
only to s, leaving the
e
v
l
e
nd
thems
icient a
f
e
d
g
n
feeli
ted
humilia

ly
f active
o
s
s
e
c
pro
nal
is the
emotio
n
her
a
g
n
i
t
i n anot
e
elici
m
a
h
s
t
n of
reactio d] to the poin
e
l
ad d
ual wil s
d
[italics
i
v
i
d
n
he i
orm
where t o the social n
t
o
conform ture in order t
l
u

of the c bad feelings

he
avoid t

aroused

Leitch, R. (1999). The shaming game: The role of shame and shaming rituals in education
and development. Queens University of Belfast (Northern Ireland). Report. 1-24.

Teacher bullying is a
form of academic
shaming

AN INTRODUCTION TO
ACADEMIC SHAMING LITERATURE
Frick &
Faircloth

Zerillo &
Osterman

Mazer,
et al

Reichert

Frick, W. C., & Faircloth, S. C. (2007). Acting in the collective and

individual "best interest of students": When ethical
imperatives clash with administrative demands. Journal of
Special Education Leadership, 20(1), 21-32.

Frick &
Faircloth
(2007)

Administrators/School
Administrators/School
leaders need
need to:
to:
leaders
respond equitably
equitably to
to
respond
all students,
students,
all
particularly
for
particularly for
thoseidentified as
as
thoseidentified
requiring
special
requiring special
services;
services;
respond justly
justly to
to
respond
increasingly diverse
diverse
increasingly
student
needs
and
student needs and
increasingly
increasingly
demanding societal
societal
demanding
needs;
needs;
enhance their
their skills
skills
enhance
in balancing
balancing the
the
in
often conflicting
conflicting
often
demands
between
demands between
the needs
needs of
of one
one
the
student
and
the
student and the
needs of
of all
all
needs

Mazer, J. P., McKenna-Buchanan, T. P., Quinlan, M. M., &

Titsworth, S. (2014). The dark side of emotion in the
classroom: Emotional processes as mediators of teacher
communication behaviors and student negative emotions.
Communication Education, 63(3), 149-168.

Mazer,
et al
(2014)

Mazers and
and teams
teams
Mazers
research
reveals
that:
research reveals that:
is probable
probable that
that
itit is
students will
will display
display
students
negative
emotions
in
negative emotions in
the face
face of
of
the
nonverbally
nonverbally
nonimmediate,
nonimmediate,
unclear, or
or
unclear,
[insufficient]
[insufficient]
communication;
communication;
to further
further understand
understand
to
processes influencing
influencing
processes
student
engagement
student engagement
effective development
development
effective
of alternative
alternative
of
pedagogical
pedagogical
techniques is
is needed;
needed;
techniques
lack of
of communication
communication
lack
effectiveness can
can
effectiveness
potentially
contribute
potentially contribute
to student
student nonnonto
engagement.
engagement.

Reichert J. A., M.S.E. (2007). Teacher acceptance of interventions

implemented for students with learning disabilities. Online
Submission University of Wisconsin-River Falls, 2-23.
Retrieved from http://files.eric.ed.gov/fulltext/ED496118.pdf.

Reichert
(2007)

Reicherts research:
research:
Reicherts
addresses interventions
interventions
addresses
used
with
LD
students
used with LD students
to their
their present
present use
use and
and
to
acceptance
by
teachers;
acceptance by teachers;
highlights the
the
highlights
relevance
of
relevance of
communication
communication
behaviors for
for scholars
scholars
behaviors
and practitioners
practitioners
and
working to
to further
further
working
understand
processes
understand processes
influencing student
student
influencing
engagement,
learning,
engagement, learning,
and academic
academic
and
success;
success;
confirms poor
poor teacher
teacher
confirms
communication
can
communication can
potentially lead
lead to
to
potentially
negative
emotional
negative emotional
reactions from
from
reactions
students
students

Zerillo, C., & Osterman, K. F. (2011). Teacher perceptions of teacher

bullying. Improving Schools, 14(3), 239-257. Retrieved from
http://imp.sagepub.com/content/14/3/239.full.pdf +html
doi:10.1177/1365480211419586

Zerillo &
Osterman
(2011)

Schools/School leaders
leaders
Schools/School
need to:
to:
need
be aware
aware that
that teacher
teacher
be
bullying is
is a
a significant
significant
bullying
causal
factor
in
causal factor in
schoolchildrens lowered
lowered
schoolchildrens
health
and
well-being;
health and well-being;
explicitly address
address
explicitly
teacher
bullying
through
teacher bullying through
policy, professional
professional
policy,
development
initiatives,
development initiatives,
and supervision;
supervision;
and
address balancing
balancing the
the
address
conflict between
between those
those
conflict
who
feel
a
negative
who feel a negative
reinforcement pedagogy
pedagogy
reinforcement
is acceptable
acceptable and
and those
those
is
who
feel
its
costs
who feel its costs
outweigh any
any perceived
perceived
outweigh
benefits.
benefits.

LITERATURE SUMMARY
Frick &
Faircloth

Zerillo &
Osterman

Mazer,
et al

Reichert

Watterson, B. (n.d.). Wormwood [Cartoon]. Retrieved from

http://static.tvtropes.org/pmwiki/pub/images/wormwood_4949.png

A SHORT INFORMAL*
SURVEY
(*: neither statistically significant nor rated for inherent bias)

Thank you!

REFERENCES
Boyle, R. (2012). Perceptions of adult to student bullying in secondary school settings. ProQuest LLC
Frick, W. C., & Faircloth, S. C. (2007). Acting in the collective and individual "best interest of
students": When ethical imperatives clash with administrative demands. Journal of Special
Education Leadership, 20(1), 21-32.
Leitch, R. (1999). The shaming game: The role of shame and shaming rituals in education and
development. Queens University of Belfast (Northern Ireland). Report. 1-24.
Mazer, J. P., McKenna-Buchanan, T. P., Quinlan, M. M., & Titsworth, S. (2014). The dark side of
emotion in the classroom: Emotional processes as mediators of teacher communication behaviors
and student negative emotions. Communication Education, 63(3), 149-168.
Reichert J. A., M.S.E. (2007). Teacher acceptance of interventions implemented for students with
learning disabilities. Online Submission University of Wisconsin-River Falls, 2-23. Retrieved
from http://files.eric.ed.gov/fulltext/ED496118.pdf.
Zerillo, C., & Osterman, K. F. (2011). Teacher perceptions of teacher bullying. Improving Schools,
14(3), 239-257. Retrieved from http://imp.sagepub.com/content/14/3/239.full.pdf+html
doi:10.1177/1365480211419586