“It’s a Process:” How Faculty Develop and Adopt Empathetic Practices

Abstract

ABSTRACT Empathy and empathetic classroom practices are a pillar of good pedagogy. These approaches create a learning environment that is adaptable and supportive for all. Building on a small but growing body of literature on the role of empathy in higher education, we explore the genesis of how faculty, across a range of disciplines, began to incorporate empathetic practices into their teaching. Our data come from interviews with 29 faculty members collected between the Spring of 2021 and the Spring of 2022. Our findings indicate that some faculty trace their empathetic practices back to their own educator models, or to their upbringing, while others espouse that their empathy is “naturally” occurring, and still others have had experiences in the classroom that led them to change their pedagogical approach to be more empathetic. Understanding how faculty learn about and implement empathy is important for sociologists because empathy is socially constructed. Empathy has been shown to help students embrace difficult content and have tough conversations. Empathy also helps students connect to faculty and improves student retention.