ABSTRACT
Despite knowledge that positive interactions are beneficial to students, many students of color in professional and graduate education face barriers to their learning and eventual advancement into their chosen careers. This chapter addresses these barriers by uplifting the positive relationships and interactions they have with faculty who provide support for these students. Through community round-tables with medical students of color and their faculty, insights and learnings about specific practices faculty deploy for these students are provided: ways faculty create a space for belonging, ways faculty learn alongside students, and ways faculty embody positive interactions in their relationships with students. This chapter situates epistemic justice to elevate the positive moments of student-faculty interactions with a specific focus on those students who have been historically marginalized in professional school settings.
