Perceptions matter: faculty caring, campus racial climate and academic performance
Marivic B Torregosa1, Marcus Antonius Ynalvez2, Karen H Morin3
1Texas A&M International University, College of Nursing and Health Sciences, Laredo, Texas, USA.
Journal of Advanced Nursing
|January 7, 2016
Summary
Student perceptions of faculty caring positively impact academic performance. A discriminatory campus racial climate strengthens the link between faculty trust and student success in nursing programs.
Area of Science:
- Nursing Education Research
- Social Psychology in Academia
Background:
- Limited understanding of the interplay between faculty caring, campus racial climate, and academic performance in nursing.
- Crucial to identify factors influencing nursing student success and retention.
Purpose of the Study:
- To investigate how students' perceptions of faculty caring influence academic performance.
- To examine the moderating effect of students' perceptions of campus racial climate on this relationship.
Main Methods:
- Secondary analysis of cross-sectional data from 385 undergraduate nursing students across seven Texas programs.
- Regression analysis using factor-analyzed scores for faculty caring (predictors) and campus racial climate (moderator) to predict numeric grade.
Main Results:
- Positive faculty outlook and compassion were associated with enhanced academic performance.
- Increasingly discriminatory campus racial climate perceptions strengthened the positive association between faculty trust in students and academic performance.
Conclusions:
- Student perceptions of micro-level interactions (faculty caring) and meso-level environments (campus climate) interact to influence academic outcomes.
- Findings underscore the importance of supportive faculty-student relationships within inclusive campus environments for nursing education.
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