Benefits and Barriers to Professor Transparency. Issue 4 (December 2021)

• Record Type: Journal Article
• Authors: Neff, Megan Anna; Dunkerley, Jeffrey; McMinn, Mark R.; Peterson, Mary A.
• Is Part Of: Journal of psychology and theology. Volume 49:Issue 4(2021)
• Page Start: 387
• Page End: 404
• Publication Date: 2021-12
• Subjects: professor transparency -- self-disclosure -- integration -- transformational learning; Psychology -- Periodicals; Psychology, Religious -- Periodicals; 253.5019
• DOI: 10.1177/0091647120968139
• Languages: English
• ISSNs: 0091-6471

Abstract

Relationality and attachment to professors play a vital role for those interested in interweaving the relational work of psychology with aspects of faith, meaning, and identity, such as is done in the integration of psychology and religion. The present study investigated student and faculty perceptions of affective presence and transparency at explicitly Christian American Psychological Association (APA)-accredited doctoral programs. A total of 229 students and 51 faculty completed a questionnaire consisting of qualitative questions regarding barriers to transparency, formative experiences, and growth areas. Grounded-theory analysis revealed faculty are thoughtfully considering how to engage in transparency, while also considering boundary issues, power dynamics, and personal fears. Students valued professor transparency and attachment to the professor through mentorship. Implications are discussed surrounding reflective use of transparency, intersectionality, and the importance of cultivating co-regulating classroom environments.