It takes only one problematic student in an otherwise amiable class to cause a teacher to temporarily question his career choice. It’s especially troubling that the proportion of such problematic students appears to be growing.
Some studies have reported a rising “narcissism epidemic” among students, the result of which suggests that the “United States is poised to experience social problems as younger narcissists age and move into positions of power,” as Josh Clark of Seeker.com noted in February 2013. Many educators are unfamiliar with scholarly research on this mental disorder, yet they know, through personal experience, its various symptoms. What are those symptoms, and what can educators do to manage them when they flare up, particularly in the classroom?
Let’s start with the first question. Narcissistic students are distinguished by several traits that imply a greater likelihood of conflict with their instructors. They are prone to “arrogant, haughty [rude and abusive] behaviors or attitudes,” according to the Diagnostic and Statistical Manual of Mental Disorders. They are also easily offended; one might expect that this trait is especially manifest in classes where controversial social issues are regularly discussed. Further, narcissism is associated with a sense of academic entitlement, as well as uncivil behavior when, as noted in an article in Personality and Individual Differences, “entitled behaviors fail to achieve the desired outcome.” Finally, narcissism is linked to immoral -- and shameless -- conduct, including academic dishonesty. (Cheating seems to be on the rise, although I’ve seen little evidence that students are getting better at it. Would it kill them to at least change the font color before copying and pasting someone else’s work?)
Simply put, narcissistic students are more disruptive, academically entitled, willing to cheat in order to succeed and likely to fuss when they don’t.
As a result, classroom conflicts with narcissistic students may occur with greater frequency in higher education today. Here I’m particularly interested in the more serious cases that reach the attention of college administrators, wherein professors face at least two challenges when presenting their side of the story. First, if narcissistic students do have fewer qualms about committing acts of academic dishonesty, it isn’t a huge stretch of the imagination to suspect that they’re also more likely to deliberately misrepresent classroom confrontations and level false accusations against faculty members. Such bogus allegations are a real -- and evidently growing -- problem in today’s educational institutions. In Great Britain, at least, more than one in five teachers reported having been falsely accused by school and college students in a survey conducted last year by the U.K.-based Association of Teachers and Lecturers. On the other side of the Atlantic, it was reported that one in seven male teachers has been wrongly accused of “inappropriate contact with students,” leading to a dearth of “male role models” in Canadian classrooms, according to the Canadian Education Association.
Second, colleges and universities are increasingly run like businesses, whereby students are viewed as customers. Accordingly, Nate Kreuter argues, “the old main street American, folksy business mantra that ‘the customer is always right’ can’t be too far behind.” Although recent experience has taught me that I’ve been blessed with a very fair-minded dean, I know that professors at other institutions aren’t nearly as fortunate. The rise of this business model of education may be part of the reason why some of them are quitting. Perhaps they’ve lost confidence in their institutions’ ability to adjudicate conflicts between students and faculty members impartially.
So, what’s my solution? Installing video cameras in classrooms is by no means a novel idea. It has been proposed for multiple reasons, from helping “teachers ground their self-reflection in empirical evidence” to protecting students from bullies and abusive professors.
But class cams aren’t usually predicated on the growing need to protect educators. While leaving it to each college and university to address questions of implementation (e.g., where, and for how long, will video footage be stored? Who may access it and under what conditions?), I argue that class cams will produce the incontrovertible evidence that faculty members need to overcome false allegations from students.
Of course, faculty members and school teachers are capable of misconduct, too (and I mean real, coming-to-class-drunk-and-walking-into-walls misconduct, not the distasteful-yet-harmless-dropping-the-f-bomb-in-class misconduct that, these days, can help get a professor fired). Therefore, class cams could also benefit students by proving or deterring inappropriate classroom behavior on their instructors’ part.
Class cams are an admittedly costly solution. But for colleges and universities that can afford them, they may be a necessary safeguard for faculty members until we successfully resolve the underlying causes of our narcissism epidemic.
Amir Azarvan is an assistant professor of political science at Georgia Gwinnett College.
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