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Communication Privacy Management and College Instruction: Exploring the Rules and Boundaries that Frame Instructor Private Disclosures

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Title: Communication Privacy Management and College Instruction: Exploring the Rules and Boundaries that Frame Instructor Private Disclosures
Language: English
Authors: Hosek, Angela M., Thompson, Jason
Source: Communication Education. Jul 2009 58(3):327-349.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 23
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Privacy, Self Disclosure (Individuals), Teacher Student Relationship, College Faculty, Motivation, Context Effect, Risk, Sanctions, Credibility, Classroom Communication, Theories
DOI: 10.1080/03634520902777585
ISSN: 0363-4523
Abstract: This study examines the ways in which privacy rules are developed and boundaries are coordinated within the student-teacher relationship using Petronio's Communication Privacy Management theory as a framework. Forty-one college instructors described the specific criteria they use to develop privacy rules and the conditions under which boundaries become permeable surrounding the private information they shared with their students. Findings suggest that rules were created based on content and relational motivations and contextual factors. Teachers also assessed the risks and benefits to such disclosures and enacted various avoidant strategies to prevent sanctions, damage to their credibility, and to maintain student comfort. Privacy boundaries became permeable based on the relationship with the student and shared experiences. Interestingly, tensions arose for some teachers as they worked to negotiate the desire to remain true to their personal identities and maintain the expectations of their teaching role. (Contains 2 tables and 4 notes.)
Abstractor: As Provided
Number of References: 58
Entry Date: 2009
Accession Number: EJ865196
Database: ERIC
FullText Text:
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  Data: Communication Privacy Management and College Instruction: Exploring the Rules and Boundaries that Frame Instructor Private Disclosures
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  Data: <searchLink fieldCode="SO" term="%22Communication+Education%22"><i>Communication Education</i></searchLink>. Jul 2009 58(3):327-349.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Privacy%22">Privacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Disclosure+%28Individuals%29%22">Self Disclosure (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation%22">Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Sanctions%22">Sanctions</searchLink><br /><searchLink fieldCode="DE" term="%22Credibility%22">Credibility</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Theories%22">Theories</searchLink>
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  Data: This study examines the ways in which privacy rules are developed and boundaries are coordinated within the student-teacher relationship using Petronio's Communication Privacy Management theory as a framework. Forty-one college instructors described the specific criteria they use to develop privacy rules and the conditions under which boundaries become permeable surrounding the private information they shared with their students. Findings suggest that rules were created based on content and relational motivations and contextual factors. Teachers also assessed the risks and benefits to such disclosures and enacted various avoidant strategies to prevent sanctions, damage to their credibility, and to maintain student comfort. Privacy boundaries became permeable based on the relationship with the student and shared experiences. Interestingly, tensions arose for some teachers as they worked to negotiate the desire to remain true to their personal identities and maintain the expectations of their teaching role. (Contains 2 tables and 4 notes.)
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