Greetings allies and members.
This issue of our newsletter includes a selection of the latest research, media and activities related to the issue of academic bullying and harassment. The publications below reveal that research and recognition of bullying and harassment in the academic workplace are evolving to account for the various and nuanced ways in which these behaviors manifest in different environments. While the increase in research clearly indicates that bullying and harassment remain chronic problems, we believe there is reason for hope insofar as the expanding vocabularies, metrics and reach of the research will increase awareness and encourage early detection.
We know that this moment is difficult for many academics and scientists and our heartfelt empathy extends to each and every one of you. As always, stay tuned for more information on our latest activities and thank you for your interest in and support for Academic Parity. A special thank you to those of you who have kindly sent relevant research and articles our way!
How do I Explain the Publication Gap I Ended Up with After a Hostile Manager? (Nature, April 2025). This Nature Careers offers advice from three academics who study academic bullying to a biochemist who experienced bullying in a previous workplace, where they weren’t given opportunities to participate in academic activities including applying for grants, teaching students and publishing papers.
The Gaslit Brain (Prometheus Books, April 2025). In this book, Dr. Jennifer Fraser reveals the psychological functions of the manipulator’s brain and the impact of gaslighting on our minds, shining a spotlight on how manipulative brains seduce us into belief and disrupt our ability to think effectively.
Can Germany Reign in its Academic Bullying Problem? (Nature, May 2025). This feature by Virginia Gewin explores the relationship between rigid hierarchies and abusive management at one of Germany’s top-funded universities. Interviews with 14 current and former laboratory members revealed the combination of structural and legal powers that, in effect, protect tenured professors over early-career researchers, enables and emboldens abusers.
Science’s ‘Gollum Effect’: PhDs Bear Brunt of Territorial Behavior (Science, May 2025). This piece discusses the results of a recent survey of 563 respondents, most of which were ecologists, who had witnessed territorial and undermining behaviors. The lead researcher of the study, Jose Valdez, described these behaviors as “the Gollum effect” which he defines as including possessive behaviours and attempts to undermine others and restrict access to data, resources or opportunities.
Embracing Paradox Realities: Racially Minoritized Women and Gender-Based Violence in Higher Education (Social Inclusion, May 2025). This article by Anne Lipinsiky et al discusses how institutional norms and practices reinforce power structures and stop those experiencing intersectional discrimination from voicing their experiences of gender‐based violence in higher education. Their interview research reveals that women from ethnic minorities and marginalized groups demonstrate both self‐silencing and the deprivation of their agency and voice due to cultural normative expectations.The piece concludes by exploring alternatives to promote transformational change that considers intersectional and multiple forms of discrimination.
America’s Leaders Got a Wake-up Call. Here’s Why Psychological Safety is the Real Battle (Invisible Threads, May 2025). In this piece, journalist and author Kate Woodsome cites a recent open letter issued by seven free speech organizations that called on every university president, newsroom leader, law firm partner and CEO to get off the sidelines about contemporary threats to free speech (aka speaking the truth to power). In it she asserts that their call is one we should all heed to “model the psychological safety that makes democracy possible — to speak truth even when your voice shakes, to stand up even when it’s uncomfortable”.
The IDE+A International Network of Excellence is fighting attacks on those identifying within the Inclusion, Diversity, Equality, and/or Accessibility space and/or doing human-computer interaction (HCI) research on IDE+A topics through an international network that can offer support without restrictions. The IDE+A Network is a grassroots matchmaking service that connects HCI students and scholars in need with researchers and institutions that can support them. See here for more information.
Voices from the Community is a space where members of our community share their stories and experiences of academic bullying. Please let us know if you have an experience you would like to share by contacting our newsletter editor at avogelaar@paritymovement.org. Contributions are anonymized but not fact-checked and should be 300 words or less.
“I ended up with my PhD advisor (D) by default because my intended advisor (B) decided to close their lab. Early on I cried to B about D demeaning me, and B said, “suck it up.” It was an open secret that D was “difficult.” I worked so much I sometimes slept in my clothes, and the stress from D’s threatening behavior deteriorated my physical and mental health. After three years, a professor overheard D yelling and was disturbed, helping me realize how bad things were. I thought I would transition out of the program, but D’s attitude towards me improved so much when they thought I was leaving that I suggested we agree on a graduation plan. I had passed my qualifying exam (during which D did not speak) and published a first-author paper. D asked for a deadline to decide, which they then ignored. D asked another professor to evaluate the second research proposal I’d written since he didn’t like my qualifying proposal, which seemed like D was seeking independent validation of my supposed incompetence. Professor B was the department Chair and was mediating our discussions about my degree and D’s behavior. D had a one-on-one conversation with B after which B told me I was not a good scientist and should become a lab tech. The next day I went to the Title IX office to discuss my options for reporting D’s behavior. Shortly after that, I became physically paralyzed at the thought of being in the same room as D and realized I was having a mental breakdown and would have to leave D’s lab. The Title IX office interpreted this as me choosing to leave. I wanted to be a whistleblower to protect others from D, but the university treated it as a “difference of personalities,” and D continued to have students work with him unsupervised. I was able to join another lab but was only offered trauma resources tailored to undergraduate students. D was allowed to retire with his reputation intact. I am now unionizing the graduate workers at my university.”
Until the next issue, wishing you well,
Dr. Alison E. Vogelaar
Newsletter Editor