Social Media and Higher Education: The Problem of Anonymous Electronic Threats to the Campus Community

Abstract

This case is for use in graduate courses pertaining to student affairs and higher education administration. It presents challenges higher education professionals face concerning anonymous social media, and specifically how threats made through anonymous social media platforms such as Yik Yak affect the entire university community. The anonymity of Yik Yak users poses difficulties for administrators when harassment and threats occur, whether directed toward one student or an entire campus community. This case highlights the complex issues that administrators must confront as well as provides students the opportunity to evaluate such issues via the deconstruction of this multifaceted case.

Developing Practical Responses to Social Media Threats Against K–12 Schools: An Overview of Trends, Challenges, and Current Approaches

“…They also comport with findings from studies showing that various forms of youth violence, such as gang violence and self-harm, are also occurring more and more in online spaces (Patton et al, 2014). Constant access to technology and the replacement of personal interactions with social media-based ones have moved many elements of youth's lives to the digital realm, including bullying and other harmful behavior (Reynolds et al, 2017). As one of our interview participants noted in reference to the prevalence of these types of threats, "Social media is the new bathroom wall [in schools]."…”

“…As one of our interview participants noted in reference to the prevalence of these types of threats, "Social media is the new bathroom wall [in schools]." 8 Social media platforms rise and fall; as certain ones fall out of fashion, others quickly pop up to replace them, often with new features designed to help people connect with broader audiences and what often end up being unknown users (Reynolds et al, 2017). Youth engagement with social media platforms has accordingly shifted over time, with platforms such as Twitter and Facebook falling largely out of favor and others such as Snapchat, TikTok, and Instagram rising to take their place (Vogels, Gelles-Watnick, and Massarat, 2022).…”

“…10 Other stakeholders from different states expressed similar opinions and added that "the level of training for school staff isn't matching up with the changing way threats are made." 11 Indeed, a notable additional challenge for individuals and organizations involved in the assessment of social media threats is the reality that social media platforms are numerous and dynamic and that those that are popular among youth today might not be so tomorrow (Amman et al, 2017;Reynolds et al, 2017). Students are often more versed in the specifics of particular social media platforms than the adults responsible for conducting investigations of social media threats (Amman et al, 2017).…”

ExperientialLearning@SocialMedia.edu: Using the Tech Start-Up Concept to Train, Engage, and Inform Students

“…Participants expressed particular concern with the use of social media in the classroom blurring the boundary between their personal and professional lives. Finally, within the larger campus community, the use of social media for cyberbullying and anonymous threats can have negative impacts (Luker and Curchack 2017;Reynolds et al 2017).…”

Social Media in Dynamic Learning: Logistics and Influential Factors

“…Users usually engage with social media through computer, tablet or smartphone via webbased software or web applications (Arshad & Akram, 2018;Rosenberg, Terry, Bell, Hiltz, & Russo, 2016;Wiebesiek, 2015). Besides an important means of communication and entertainment, social media have gradually been used in and had an impact on education (Ainin, Naqshbandi, Moghavvemi, & Jaafar, 2015;Halligan, 2010;Ramírez, 2018), and the tools include Facebook (Chugh & Ruhi, 2018;Gorghiu, Pribeanu & Lamanauskas, 2016), Twitter (Forgie, Duff & Ross, 2013;Halpin, 2016;Luo & Xie, 2019), YouTube (Reynolds, Platt, Malone & Foster, 2017;Sweeny, 2009), Instagram (Al-Bahrani & Patel, 2015), Blog (Muñoz & Culton, 2016;Roland, Johnson & Swain, 2011), LinkedIn (Collins, 2010;Lofgren, Shultz & Shea-Porr, 2015), Toolkit (Gülbahar, Rapp, Kilis, & Sitnikova, 2017), Snapchat and a variety of other tools (Forman, 2017). 21st century's learners are featured as a generation of learner-centered and media driven learners (Arquero, del Barrio-García, & Romero-Frías, 2017;Bagarukayo, 2018;Gray, 2018;Heick, 2015).…”