Building Strong Connections: Investigating Faculty-Student Relationships Among STEM Doctoral Students in HBCUs

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: #BlackGirlMagic: In Higher Ed Spaces (Table 29)

Abstract

This paper focuses on student-faculty relationships in STEM HBCU doctoral programs. The research explores various aspects of student-faculty relationships, including closeness, professional development, research opportunities, and mentorship. By investigating these key areas, the paper aims to shed light on the importance of strong faculty-student relationships. Fostering positive student-faculty relationships can contribute to student's professional development, research opportunities, and overall preparedness for future careers in STEM fields. By understanding and addressing the dynamics of student-faculty relationships, HBCU doctoral programs can further enhance their students' educational experience and success. This paper aims to contribute to the ongoing conversation on improving student outcomes in STEM HBCU doctoral programs.

Authors

• Briayanna Johnson, Howard University

• Elizabeth D. Ricks, Howard University

• Rhonda Erica Baylor, Morgan State University

• Veronica G. Thomas, Howard University