This autoethnography explores the communication and helpful/hindering systems available for faculty being harassed and stalked by current or former students. Highlighting general statistics and the numbers in my own student-stalker experience, I use this work to elucidate socio-psychological reports and qualitative accounts of stalking experiences, while integrating my own background and identity ambivalence as a combined woman, educator, and stalking victim. Last, I offer implications and practical insights regarding support for faculty within the university and criminal justice systems.

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