Exploring academic teasing

Abstract

People in ideal learning environments recognize the value of making mistakes and welcome them. However, the reality in many classrooms is that students are ridiculed by their peers formakingmistakes. This paper explores academic teasing in schools, i.e. making fun of others for making mistakes. Using Tripod student survey data from spring 2017, this paper demonstrates the prevalence of academic teasing in a large, diverse and urban district in the Southern United States. Additionally, using Tripod data from 2012–15, this study tests potential predictors and outcomes of academic teasing. Analyses apply hierarchical linear modeling (HLM). Results indicate that some students of color are significantly more exposed to academic teasing than White students, and that academic teasing is a significant predictor of students’ hiding and holding back academic effort. Furthermore, teachers with better teaching skills have less academic teasing in their classrooms, controlling for student body composition. Implications are discussed.