Abstract
Numerous studies have pointed to connections and positive interactions with faculty that result in positive outcomes for students (Beckowski & Gebauer, 2018; Jones, 2020; Trolian et al., 2021). However, despite this knowledge, there are still some areas related to this topic that remain under-researched. The purpose of this qualitative interpretative phenomenological study was to explore the lived experiences of female students at a higher educational institution and to understand how those experiences shape their perspectives of female and male faculty. Additionally, this study sought to discover how faculty gender influences their interactions with students and the similarities and differences between interactions and the potential for student success as they define it. In summary, the study revealed that female students’ perceptions of faculty are shaped by gender influences and that success is understood through a personal and socially conscious perspective. Faculty contribute to, but do not solely determine, students’ success through their attitudes, teaching enthusiasm, and relational investment.
Recommended Citation
Jackson, Chitora
(2026)
"Does Gender Spell Success? Exploring Female Student Perspectives of Faculty at a Higher Educational Institution,"
Journal of Research Initiatives: Vol. 9:
Iss.
3, Article 6.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol9/iss3/6
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