Abstract
Student-faculty (S-F) interactions that are conducive to students’ learning can help reduce the retention and graduation gaps in higher education, especially for college students from underrepresented and underprivileged backgrounds. The aim of the study was to explore students’ perceptions of their interactions with faculty, and the subjective impact of these interactions on students’ academic and personal life. We analyzed qualitative data from a larger study with the goal of providing best practice models to support students experiencing displacement and food insecurity. Through purposive sampling techniques, 53 students from a diverse public university were recruited. Recruitment strategies focused on students who were likely to be facing academic, personal, and/or financial challenges that may affect their academic performance. Students were interviewed three to four times over a four to six-month period, using semi-structured interview guides. Our multidisciplinary team analyzed data thematically in team-based coding sessions using an online software. We identified four themes for faculty practices: (1) Creating Pedagogical Space, (2) Being Inclusive and Aware, (3) Being Engaged and Engaging Students, (4) Doing More Than Teaching. Based on students’ perspectives, these practices lead to supportive and responsive S-F relationships that facilitate learning and success. The findings have implications related to how faculty can encourage caring S-F relationships and create conducive learning environments where students can thrive, especially during times of crisis.
Highlights
Student-faculty (S-F) interactions that are conducive to students’ learning can help reduce the retention and graduation gaps in higher education, especially for college students from underrepresented and underprivileged backgrounds
Her research focuses on the experiences of older adults with disabilities living in Puerto Rico after hurricane María of 2017 and during the COVID-19 pandemic, with consideration of the sociopolitical context
Several challenges to academic success have been identified in the literature, including food insecurity (Bruening, Argo, Payne-Sturges, & Laska, 2017), homelessness (Goldrick-Rab, Richardson, & Hernandez, 2017), health and mental health issues (Goodman, 2017), the need to work an excessive number of hours while attending school (Blanchard Kyte, 2017), disability (Peña, Stapleton, & Schaffer, 2016), caregiving responsibilities (Wladis, Hachey, & Conway, 2018), and trauma (Jolley, 2017)
Summary
Student-faculty (S-F) interactions that are conducive to students’ learning can help reduce the retention and graduation gaps in higher education, especially for college students from underrepresented and underprivileged backgrounds. Several challenges to academic success have been identified in the literature, including food insecurity (Bruening, Argo, Payne-Sturges, & Laska, 2017), homelessness (Goldrick-Rab, Richardson, & Hernandez, 2017), health and mental health issues (Goodman, 2017), the need to work an excessive number of hours while attending school (Blanchard Kyte, 2017), disability (Peña, Stapleton, & Schaffer, 2016), caregiving responsibilities (Wladis, Hachey, & Conway, 2018), and trauma (Jolley, 2017) Given these well-documented challenges, some universities have begun to focus less on whether students are “college-ready” but rather, how universities can be “student-ready” – that is, how to prepare academic instruction and supports.
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