Emporia State Research Studies 52(1), 2019 randomized sampling to gain a clarity on female professor encounters with student bullying. Online surveys tend to have low response rates, and our survey received a 10% response rate. Professors without bullying experiences might have been less likely to respond to the survey. Paper and pencil surveys may or may not have gleaned more responses. The emotional overlay of bullying experiences might have inhibited individuals from sharing. Revised survey questions reflecting the sensitive nature of the topic might impact participants to respond or elaborate their experiences with specific examples. With limited research on student bullying of university professors, more research on this form of contrapower harassment could raise awareness of the struggles professors face with students who bully them. Students who bully in P-12 grades may carry these behaviors with them into college and workplace. Effective bullying interventions need to address contrapower harassment for students who bully their professors as well as students who bully each other. The movement in higher education toward online courses opens up the vulnerability of professors as victims of cyberbullying. A larger issue concerns the increasing consumer attitude of students who feel entitled to good grades because they pay high tuition rates. Contrapower harassment harms the mental health of professors. Future research needs to consider implications of professors who leave higher education as a result of contrapower harassment. Though limited, our survey and semi-structured interviews verified the existence of contrapower harassment of faculty bullied by their students. The paucity of the research studies may either reflect the phenomenon is uncommon or unrecognized as a form of bullying. Nevertheless, universities need procedures in place to support faculty when students bully them. Procedural steps might come under the purview of the academic departments and/or administrative offices that prevent crises. Administrators and department chairs need ongoing training in bullying on campus, and faculty need to reach consensus about contrapower harassment within their own departments. CONCLUSION There has been considerable research in bullying in grades K12 for a number of years with the resultant development of schoolwide programs to prevent bullying. Additionally, there has been a great deal of research of bullying in the workplace. Interestingly, there has been little research at the university level, particularly with students bullying professors. Forms of bullying at this level are similar to other forums. Our research reported frequent instances of student bullying behaviors in the form of rude or insulting emails, physical and verbal threats, and intimidation with professors experiencing verbal, relational,
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