Abstract
College students experience high levels of stress that impact their academic performance and persistence in higher education. While faculty support has been shown to enhance student success, little is known about the privacy management rules students use when deciding whether to disclose personal stressors to their instructors. This study uses Communication Privacy Management (CPM) theory to examine how undergraduate students develop and apply privacy rules regarding stress-related disclosures to faculty. Four key factors emerged through qualitative interviews and focus groups with 40 students: cultural norms, motivation, contextual influences, and risk-benefit assessments. Findings underscore the importance of faculty-student communication in student success, revealing how privacy management influences help-seeking behaviors. Practical implications highlight strategies for faculty and other higher ed professionals to create supportive environments that encourage appropriate disclosures, ultimately reducing barriers to communication and enhancing student persistence.
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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Ellinwood, Ashlee; Robison, Chloee; and Steimel, Sarah
(2025)
"Navigating Privacy Boundaries: Communication Privacy Management and Faculty,"
Speaker & Gavel: Vol. 61:
Iss.
2, Article 6.
Available at:
https://cornerstone.lib.mnsu.edu/speaker-gavel/vol61/iss2/6
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Speech and Rhetorical Studies Commons