Ethics of Teaching: Beliefs and Behaviors of Community College Faculty Page: 54
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higher or lower rank, and becoming sexually involved with
students after they have finished taking the class taught by the
faculty member and the grade has been registered were reported
as more often being practiced by female respondents than by male
respondents. Based on the literature reviewed prior to the
study, this was a surprising result.
In addition to the failed hypothesis regarding responses of
men and women participants on their rating of behavior of a
sexual nature, another hypothesis was proven incorrect. It was
hypothesized that sexual relationships with peers (faculty
members at the same rank) would be reported as ethical. Sixty-
one per cent (61%) reported that such relationships were never
ethical or not ethical in most cases. Only 14.3% rated these
relationships as completely ethical or ethical in most cases.
The remaining hypothesis that failed to be supported by
these data relates to teaching in an environment that lacks
ethnic diversity among the faculty. The deduction from the
outcome of the earlier study was that most respondents would
report that they have taught in settings that lack such
diversity. The majority (54.2) in this study, however, reported
otherwise. Where this is barely a majority, the data refutes
the conjecture about the lack of ethnic diversity among
colleagues, at least based on the reported experiences of this
community college faculty.
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Scales, Renay Ford. Ethics of Teaching: Beliefs and Behaviors of Community College Faculty, dissertation, August 2002; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc3212/m1/60/: accessed May 20, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .