Is Discussing Identity More Important Than Shared Identity To Student-Staff Relationship Building?

Catherine Bovill; Ashton Croft; Caroline  Dean Glover; Peter Felten

doi:10.20343/teachlearninqu.11.17

Authors

Catherine Bovill University of Edinburgh https://orcid.org/0000-0002-2745-3072
Ashton Croft North Carolina State University https://orcid.org/0009-0008-4785-4018
Caroline Dean Glover University of Richmond https://orcid.org/0009-0007-6191-7604
Peter Felten Elon University https://orcid.org/0000-0003-0739-7680

DOI:

https://doi.org/10.20343/teachlearninqu.11.17

Keywords:

identity, student-staff relationships, mattering, race, gender

Abstract

Research consistently demonstrates that the quality of student-staff interactions matters for positive student outcomes. Some research studies also suggest that identity similarities (homophily) often contribute to meaningful human connections. Yet, the influence of student and staff identities on teaching and learning in higher education is less explored. We report on how undergraduate students and staff at one US university perceive the impact of identities on student-staff classroom relationships. Four themes emerged from our analysis: (1) Shared interests may be more important than shared identity for some students and staff; (2) Students’ year of study influences their views on staff identity and student-staff relationships; (3) Identity homophily is a point of connection for some students and staff; (4) Discussing identity, without identity homophily, can lead to positive course-based connections. The first three of these themes align with existing literature, but the fourth theme extends previous research, and we focus on exploring how for some students, discussing identities may be more important than matching identities when interacting with academic staff.

Click here to read the corresponding ISSOTL blog post.

Author Biographies

Catherine Bovill, University of Edinburgh

Catherine Bovill is the co-director of the Institute for Academic Development and professor of student engagement in higher education at the University of Edinburgh (UK). Her research focuses on student-staff co-created curricula and relational pedagogy in higher education.

Ashton Croft, North Carolina State University

Ashton Croft is a study abroad advisor at North Carolina State University in Raleigh, North Carolina (US). Her work focuses on advising outbound study abroad students and managing global partnerships.

Caroline Dean Glover, University of Richmond

Caroline Dean Glover is an assistant director of student engagement at the Bonner Center for Civic Engagement at the University of Richmond (US). Her work focuses on cultivating high impact practices with students and establishing reciprocal campus-community partnerships.

Peter Felten, Elon University

Peter Felten is the executive director of the Center for Engaged Learning, professor of history, and assistant provost for teaching and learning at Elon University (US). His current research focuses on the ways relationships influence student and staff experiences in higher education.

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