The COVID-19 pandemic amplified existing inequities in higher education. This paper documents the stories of four precariously employed communication instructors in their transition to emergency remote teaching in March 2020. Through collaborative autoethnography, the instructors share their stories of reliance and compliance within the gig…

Among other issues, social media has become a place to vent about deadlines, find new colleagues, identify research opportunities, and, yes, complain about students. Challenges due to social media use occur from sources both within and beyond the institution. In this piece, the author explores one threat of higher education's own making: when…

This study employed Brehm's psychological reactance theory (PRT) to understand why students do or do not choose to follow classroom cell phone policies. Results (N = 750) from this study demonstrate that when instructors discourage cell phone use for noninstructional reasons, students feel their autonomy has been threatened. These perceptions of…

Using rhetorical/relational goal theory as a guiding frame, we examined relationships between instructor misbehaviors (i.e., indolence, incompetence, and offensiveness) and the likelihood of students communicating antisocial behavioral alteration techniques (BATs). More specifically, the study focused on whether students' perceptions of instructor…

This study investigated students' perceptions of their instructors' argumentativeness and verbal aggressiveness, classroom justice, and effectiveness of and likelihood of communicating student antisocial behavior alteration techniques (BATs). Results indicate that student perceptions of instructor argumentativeness were not related to their…

Using facework as a theoretical lens, we examined power in the classroom from the standpoint that students, as a connected group, may have upward influence in the college classroom. Participants included both students (N = 375) and faculty (N = 104) who reported on perceptions of classroom connectedness and instructor compliance to student…

The researcher-Institutional Review Board (IRB) relationship is a critical element in a faculty member's role in knowledge generation and dissemination. The nature of this relationship has considerable implications for data gathering in the research process, as well as in the mentoring and instruction of graduate and undergraduate students as…

This study examined the associations between students' self-reported verbal aggressiveness and argumentativeness and their perceptions of student BATs (Golish, 1999) as appropriate and effective as well as how likely they were to use each BAT. Participants were 187 undergraduate students enrolled in communication courses at a large Mid-Atlantic…

This study examined (1) whether or not college students in actual classrooms used resistance strategies similar to those found in earlier hypothetical-anchored research; (2) the influence of teacher immediacy on student's differential use of those resistance strategies; and (3) the relationship among students' willingness to comply, teachers'…

Examines student perceptions of instructor compliance-gaining behavior. Finds differences among perceptions at the beginning, middle, and end of the semester and that greater affective and cognitive learning was associated with less use of antisocial compliance-gaining techniques and more use of prosocial techniques. (SR)

This study extends the teacher effectiveness, teacher power, and teacher socialization literature by examining compliance-gaining strategies used by new Chinese and new American teaching associates. The two groups of new teachers did not differ significantly overall with regard to the frequency of behavior alteration technique (BAT) use. Moreover,…

Reports on a study which inductively derived a typology of students' compliance-resistance strategies that are frequently used in the college classroom. Probes the impact of teacher immediacy and strategy type on student message generation, and whether likelihood of resistance was related to the number of messages generated. (MM)

Assesses the functional equivalence of two techniques for compliance-gaining research in the classroom: the constructionist approach and the strategy checklist technique. Describes a system for coding teachers' message constructions. Argues that the techniques are functionally equivalent. (MS)