This study examines the impact of false rape charges a former Iowa State University student brought against four Black males. Using textual analysis coupled with Barthes's theory of myth, the authors critically examine how the story took hold and the communicative impact of the falsified claims of rape that affected African American men, rape survivors, and women. Using previous scholarship on rape and race (macrocontext), the authors test the scholarly conclusions on the myth of rape and race in a microcontext case study. Thus, they are interested in how the false accusation revived the myth and how Iowa State University and the local community, the regional media, and the campus police perpetuated the myth. The authors argue that racism and sexism are allowed to continue in this situation because of the preservation of White hegemonic patriarchal power. This preservation of White patriarchal hegemony is echoed in macrocontext-level conclusions.

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Academic contrapower harassment occurs when those with less perceived power harass someone with more power. Cyberbullying as contrapower occurs when students express varying levels of incivility and bullying through assorted online mediums such as email, online evaluations, or social media sites. This project examines the experiences of three faculty women with different racial/ethnic backgrounds, age differences, years in the academy, and at different levels within their career, and explores the connection between sexism and racism that persist in academic settings. Experiencing varying levels of cyberbullying the authors have found departments, administration, and universities fail to provide training or policies to protect faculty from student bullying behaviors. The concept of hegemonic civility is used to illustrate how the actions of students and inaction of administrators uphold the hegemonic order.

No abstract

Academic contrapower harassment occurs when those with less perceived power harass someone with more power. Cyberbullying as contrapower occurs when students express varying levels of incivility and bullying through assorted online mediums such as email, online evaluations, or social media sites. This project examines the experiences of three faculty women with different racial/ethnic backgrounds, age differences, years in the academy, and at different levels within their career, and explores the connection between sexism and racism that persist in academic settings. Experiencing varying levels of cyberbullying the authors have found departments, administration, and universities fail to provide training or policies to protect faculty from student bullying behaviors. The concept of hegemonic civility is used to illustrate how the actions of students and inaction of administrators uphold the hegemonic order.