The purpose of this qualitative descriptive study was to explore how academics in the United States described their social media self-presentations (SMSPs) in the context of imagined surveillance. Moral Reasoning Theory drove two RQs: (1) How do academics describe construction of SMSPs in the context of imagined surveillance? (2) How do academics describe the influence of imagined surveillance on their personal SMSPs? 106 academics from across the U.S. were recruited by convenience sampling from two scholarly associations. Data were collected from closed-/open-ended questionnaires (n = 102) and semi-structured interviews (n = 20). Data analysis applied a six-phased Reflexive Thematic Analysis procedure of inductive coding to generate five themes and 14 subthemes. Academics described SMSP construction as negotiating: (1) promises and perils of in/visibility, including (a) unspoken rules, (b) overlapping identities, (c) social support, and (d) personal opinion-sharing, which was profoundly shaped by (2) the rise of cancel culture, or an: (a) enforced ideology, (b) activist subgroup, and (c) pressure to signal support. Imagined surveillance influenced SMSPs toward (3) protection over participation by: (a) withdrawal from social media, viewing (b) tenure as insufficient, and (c) safe social media strategies; (4) trepidation while teaching due to: (a) classroom recording prompted (b) strategic instruction; and (5) resistance and rebellion to: (a) push back on cancel culture with a (b) duty to speak out. This study advanced understanding of social media surveillance as a normalizing force on speech and behavior. Findings may be applied to policy and practice regarding social media use in education and other professional settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]