The Power of Names: Exploring Student Perceptions of Professor Name Learning in the College Classroom

• In Event: Broadening Perspectives on Belonging

Abstract

Although several theories of motivation emphasize the important role of belonging in students' classroom experiences, very little empirical evidence has explored a specific instructor behavior that could promote belonging: learning students’ names. In Study 1, undergraduate students’ (N = 598) responses to open-ended items revealed that when their professor knew their name they perceived a more supportive environment. This was especially important in small classes or when they needed support for a future career. In Study 2, student responses (N = 423) to closed-ended surveys revealed that when students perceived the professors knew their names, they reported higher belonging, and lower impostor feelings and fear of help seeking. Implications for motivation theory, teacher-focused interventions, and teacher practice are described.

Authors

• Madeline Celeste O'Grady, University of Texas at Austin

• Luke D. Rutten, University of Texas at Austin

• Miranda G. Goldstein, University of California - Irvine

• Desirée Lama, University of Texas at Austin

• Katherine M. Muenks, University of Texas at Austin