Bullying is a serious problem in contemporary society because it negatively affects not only people who are victims of bullying and bystanders but also organizations and workplaces. It occurs almost everywhere including K-12 education, postsecondary education, and workplaces. Based on the author's narrative study, this article explores and theorizes three types of adult bullying in higher education from the academic experiences of 19 gay male faculty of color. The data were collected via in-depth individual interviews using a semi-structured interview guide, transcribed, and analyzed. The data revealed three types of bullying: (a) positional bullying, (b) counter-positional bullying, and (c) unintentional conspirative positional bullying. This article will provide a snapshot of each type of bullying through participant narratives and discuss the implications for higher and adult education in the pursuit of diversity and social justice.

Bullying is a serious problem in contemporary American society. Many adults are now suffering from bullying, which has conventionally been thought of as a childhood behavior. While a general form of bullying has been focused on by contemporary scholars, specific types of bullying (racist bullying and homophobic bullying) have not well been studied. Furthermore, no study on the intersection of racist and homophobic bullying exists at this point. This article examines how racist‐homophobic bullying is manifested in adulthood in the context of higher education. First, some concepts of general forms of bullying and bullying based on race and sexuality are stated. Then, narratives from two gay male college students of color are provided as examples to conceptualize racist‐homophobic bullying. Last, implications for adult educators and Human Resource Development (HRD) practitioners are provided to lead anti‐bullying initiatives in learning and workplace environments.

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Bullying has been a serious social issue in contemporary society. Traditionally, bullying has been examined in various social contexts and different populations including academic, community, and workplace settings. In recent years, although there has been an increasing number of publications about women's experiences of harassment and sexual assaults at work, there has not been much research that specifically focuses on women and women's experiences of workplace bullying. The purpose of this article was to explore women's experiences of workplace bullying from a content analysis of the literature published between 2000 and 2017 on workplace bullying. While 180 peer‐reviewed published journal articles were initially identified, 53 of them met the inclusion criteria for the study. Four main themes emerged: 1) women's health, 2) social relationship, 3) work environment, and 4) victimization. Discussion of the findings and implications for research and practice for adult education, HROD, and workplace education will be provided.