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This study examined faculty violence in nursing academia by focusing on aspects of the social and cultural work environment. Factors contributing to violence in the academic setting were explored. The study was framed by concepts of violence, power, knowledge, difference, and resistance. Critical-ethnography strategies were used to identify assumptions, values, and benefits of the group and the hidden relations of power contributing to the existence and management of violence in nursing academia. Interviews with 29 participants resulted in identification of the themes of academic apparatus, experiencing academia, and coping mechanisms.