Relational Roots of Character: Centering Student Voices and Faculty Impact at a Hispanic-Serving Institution

• In Event: Latiné/x Students: Experiences, Growth, and Servingness Across Contexts

Abstract

Grounded in relational developmental systems theory and Bronfenbrenner’s bioecological systems theory, we explore how undergraduate students at a Hispanic-Serving Institution perceive character development and faculty support. Using a mixed-methods design, we analyzed 160 student survey responses about prioritized character strengths, institutional and faculty support. Character strengths were developed from student interview data (N = 40). Findings suggest students most frequently prioritize empathy and respect. Not many students rated their faculty as supportive, but those who did described the support as rooted in empathy, care, and mentoring. Most students believed their institution should promote character development. Findings highlight a gap between student expectations, faculty engagement, and the need for institutions to more intentionally support positive dimensions of the student-faculty relationship within teaching.

Authors

• Anglin Thevaraja, Montclair State University

• Elaine Les, Montclair State University

• Yasmine Perry, Montclair State University

• Elyse L. Postlewaite, Montclair State University

• Miriam Linver, Montclair State University