The Effect of College Student Demographic Variables on Teacher Enmeshment

Interactions between students and faculty outside of class appear to be linked to greater achievement during and after college (Anaya & Cole, 2001; Hathaway, Nagda, & Gregerman, 2002). However, sometimes there can be blurred personal boundaries and a lack of autonomy in relationships or what has been labeled enmeshment. The purpose of the current pilot study was to investigate the effect of race/ethnicity, gender, year in college, and college major on faculty-student relationships and teacher enmeshment. Teacher enmeshment was measured with the Teacher Enmeshment subscale of the Separation-Individuation Test of Adolescence (SITA; Levine & Saintonge, 1993). A sample of 165 undergraduate and graduate students from education and psychology classes at a small, private liberal arts institution in the Northeast participated. No significant differences among the different demographic groups were found on the total teacher enmeshment score. However, significant differences were found among students with different majors, by gender, and by race on individual items. Implications of these findings and suggestions for future research are provided.

Comparing Psychological Type and Explanatory Between Nursing Students and Clinical Faculty: A Pilot Study

Negotiation of complex collaboration and effective teamwork among health care providers is essential to patient safety and to quality of care. This study examined characteristics of nursing students and faculty influencing communication between them. Psychological type (Myers-Briggs Type Inventory (MBTI) (Myers, McCaulley, Quenk, & Hammer, 1998) and explanatory style (Attributional Style Questionnaire) (ASQ) (Peterson et al., 1982) were compared for participating first year baccalaureate nursing students (N=286), and clinical nursing faculty (N=59) from both two- and four-year nursing programs. Modal student psychological type was ESFJ; modal faculty psychological type was ISTJ. The two groups demonstrated significant differences in processing information, and making decisions and judgments. Students were slightly more optimistic than faculty. Psychological type and level of optimism did not appear to correlate. Data from this pilot study provide an initial framework on which to base further research that could enhance the quality of teamwork among healthcare providers.