How Do We “Dis” Students?: A Model of (Dis)Respectful Business Instructor Behavior

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Abstract
This study summarizes undergraduate business students’ reports of respectful and disrespectful instructor behaviors. Consistent with the theory of interactional justice, respectful behavior was exemplified by recognition of students’ perspectives and by the treatment of students, including showing concern and sensitivity to students’ situations. Disrespectful instructor behavior was noted in terms of poor treatment of students and unwillingness to provide class-related help. Male students commented on being recognized, on instructor responsiveness to their concerns, and on classroom integrity issues more often than their female counterparts. Female students were more sensitive to treatment issues and affirmative instructor behaviors. Implications are discussed.