Academia is a high-stress, high-surveillance environment. Faculty are asked to do more with less: more students, more reporting, more unpaid labor — and less time, less support, and less say in decisions that shape our work. For many of us, the job has become a constant negotiation between our values and institutional priorities. And yet, I stay. Not for the salary. Not for the endless meetings or initiatives that depend on faculty labor but often move forward without our input. I stay because of my students and the power of student-faculty relationships. They are the reason I continue to show up.

At the California State University where I teach, my students come from a wide range of racial, cultural and economic backgrounds. Many are the first in their families to attend college. Few have had Black professors before. And I am one of very few Black faculty on campus.

It can be isolating. I attend meetings where no one else looks like me. I navigate policies that were not built with people like me in mind. Even well-intentioned efforts to foster belonging often feel top-down or disconnected from the everyday realities of teaching, mentoring, and being visible that stem from student-faculty relationships.

But my students — across all backgrounds — support me in ways they may not even realize. It’s in the way they show up, engage with material, trust me with their stories, or quietly ask, “How are you doing?” They remind me: when Black professors are in the classroom, everyone benefits.

They understand that representation is about more than role models for Black students. It expands perspectives, deepens classroom trust, and allows for more honest, critical dialogue. Our presence in the academy challenges the status quo and makes space for voices that are too often ignored.

They are not my formal support system, but these student-faculty relationships are my community.

In a profession where recognition is rare and burnout is high, a thank-you note, a hallway chat, or a class conversation that sparks something real can carry me through weeks of feeling invisible in faculty spaces. My students remind me that this work — when stripped of the bureaucracy — still matters.

Read the full article about the power of student-faculty relationships by Yolanda Wiggins at EdSurge.