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Is Discussing Identity More Important than Shared Identity to Student-Staff Relationship Building?

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Title: Is Discussing Identity More Important than Shared Identity to Student-Staff Relationship Building?
Language: English
Authors: Bovill, Catherine (ORCID 0000-0002-2745-3072), Croft, Ashton (ORCID 0009-0008-4785-4018), Glover, Caroline Dean (ORCID 0009-0007-6191-7604), Felten, Peter (ORCID 0000-0003-0739-7680)
Source: Teaching & Learning Inquiry. 2023 11.
Availability: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Self Concept, Teacher Student Relationship, Undergraduate Students, Interpersonal Communication, Interests, Teacher Behavior, Teacher Attitudes, Student Attitudes
ISSN: 2167-4779
2167-4787
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1393358
Database: ERIC
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Bovill%2C+Catherine%22">Bovill, Catherine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2745-3072">0000-0002-2745-3072</externalLink>)<br /><searchLink fieldCode="AR" term="%22Croft%2C+Ashton%22">Croft, Ashton</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-4785-4018">0009-0008-4785-4018</externalLink>)<br /><searchLink fieldCode="AR" term="%22Glover%2C+Caroline+Dean%22">Glover, Caroline Dean</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-6191-7604">0009-0007-6191-7604</externalLink>)<br /><searchLink fieldCode="AR" term="%22Felten%2C+Peter%22">Felten, Peter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0739-7680">0000-0003-0739-7680</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teaching+%26+Learning+Inquiry%22"><i>Teaching & Learning Inquiry</i></searchLink>. 2023 11.
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  Data: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
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  Data: 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.
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      – Text: English
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        PageCount: 19
    Subjects:
      – SubjectFull: Self Concept
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Interests
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Attitudes
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      – TitleFull: Is Discussing Identity More Important than Shared Identity to Student-Staff Relationship Building?
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