The Caring Professor: A Meta-Analysis of Associations Between Faculty-Student Relationships and Postsecondary Student Success

• In Event: Support Structures for Student Development in Higher Education

Abstract

Scholars and practitioners would generally agree that college faculty play a significant role in shaping student success. However, the empirical evidence on this topic is inconsistent and complex. Therefore, we conducted a meta-analysis examining the associations between faculty-student relationships and students’ academic achievement and persistence. Utilizing the Culturally Engaging Campus Environment model, our synthesis of the literature demonstrated that students’ perceptions of faculty as caring and respectful are significantly and positively associated with improved academic performance and persistence. Moderator analyses suggest that faculty-student relationships are linked more strongly to grades/GPA versus persistence outcomes and for samples with a higher proportion of women. Our study underscores the critical role of supportive faculty-student relationships in enhancing educational outcomes.

Authors

• Zohreh Fathi, Texas State University

• Pedram Zarei, Texas State Unniversity

• Carlton J. Fong, Texas State University

• Arnob Kumar Saha, Texas State University

• Sanzida Sharmeen, Texas State University