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Perceptions of Intimate Student-Professor Relationships

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Title: Perceptions of Intimate Student-Professor Relationships
Language: English
Authors: Nina Gregoire, Kimberley Kaseweter, Ethan Klukas, Paul Davies
Source: Canadian Journal of Higher Education. 2026 56(1):93-108.
Availability: Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: www.cjhe-rces.ca
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Student Relationship, College Faculty, Sexual Harassment, Power Structure, Gender Bias, Sex Stereotypes, Victims, Gender Differences, Student Attitudes, Foreign Countries, Undergraduate Students
Geographic Terms: Canada
ISSN: 0316-1218
Abstract: Previous research indicates that university students generally disapprove of intimate student-professor relationships (ISPRs), largely due to power imbalances. Further, students may lose faith in their academic abilities and abandon their studies following sexual overture from a professor. The present research used two studies to explore undergraduate student perceptions of ISPRs. Study 1 employed a 2 (Gender of the Initiator: Male or Female) by 2 (Status of the Initiator: Professor or Student) between-groups vignette design. Study 2 employed the same design as Study 1, adding a third variable--the quality of a reference letter (Overly Positive or Negative) provided by the professor for the student in the relationship. Both studies included sexism as a covariate. Participants were asked to rate four dependent variables: the degree of sexual harassment, power imbalance, impacts on others, and the appropriateness of consequences. In Study 1, participants in the Professor as Initiator conditions rated sexual harassment, power imbalance, and impacts to others more severely, regardless of gender. In Study 2, participants in the Overly Positive Letter conditions rated the power imbalance more severely, regardless of gender or status. Adding the reference letter component in Study 2 resulted in participants rating all four dependent variables more severely than those in Study 1, as predicted.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504128
Database: ERIC
FullText Links:
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  Data: Perceptions of Intimate Student-Professor Relationships
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  Data: <searchLink fieldCode="AR" term="%22Nina+Gregoire%22">Nina Gregoire</searchLink><br /><searchLink fieldCode="AR" term="%22Kimberley+Kaseweter%22">Kimberley Kaseweter</searchLink><br /><searchLink fieldCode="AR" term="%22Ethan+Klukas%22">Ethan Klukas</searchLink><br /><searchLink fieldCode="AR" term="%22Paul+Davies%22">Paul Davies</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+of+Higher+Education%22"><i>Canadian Journal of Higher Education</i></searchLink>. 2026 56(1):93-108.
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  Data: Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: www.cjhe-rces.ca
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+Harassment%22">Sexual Harassment</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Stereotypes%22">Sex Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Victims%22">Victims</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: Previous research indicates that university students generally disapprove of intimate student-professor relationships (ISPRs), largely due to power imbalances. Further, students may lose faith in their academic abilities and abandon their studies following sexual overture from a professor. The present research used two studies to explore undergraduate student perceptions of ISPRs. Study 1 employed a 2 (Gender of the Initiator: Male or Female) by 2 (Status of the Initiator: Professor or Student) between-groups vignette design. Study 2 employed the same design as Study 1, adding a third variable--the quality of a reference letter (Overly Positive or Negative) provided by the professor for the student in the relationship. Both studies included sexism as a covariate. Participants were asked to rate four dependent variables: the degree of sexual harassment, power imbalance, impacts on others, and the appropriateness of consequences. In Study 1, participants in the Professor as Initiator conditions rated sexual harassment, power imbalance, and impacts to others more severely, regardless of gender. In Study 2, participants in the Overly Positive Letter conditions rated the power imbalance more severely, regardless of gender or status. Adding the reference letter component in Study 2 resulted in participants rating all four dependent variables more severely than those in Study 1, as predicted.
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      – Text: English
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        StartPage: 93
    Subjects:
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Sexual Harassment
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Gender Bias
        Type: general
      – SubjectFull: Sex Stereotypes
        Type: general
      – SubjectFull: Victims
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Canada
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