Date of Award

7-8-2020

Document Type

Thesis and Dissertation

Degree Name

Master of Science (MS)

Department

School of Communication

First Advisor

John F. Hooker

Second Advisor

Cheri J. Simonds

Abstract

This study uses the lens of Communication Privacy Management theory to analyze the impact an instructor’s depth of disclosure of their mental illness can have on mental illness stigmatization, classroom climate, as well as teacher credibility, homophily, and social attraction. Participants responded to a series of quantitative-based questions regarding a hypothetical syllabus with varied levels of a teacher disclosing their mental illness. Results indicated that none of the investigated dependent variables were negatively affected by the hypothetical instructor’s disclosure, and mental illness stigmatization was lessened. Implications, limitations, and areas for future research are discussed.

Comments

Imported from ProQuest Bridgemen_ilstu_0092N_11775.pdf

DOI

https://doi.org/10.30707/ETD2020.1604319245281

Page Count

105

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