Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status View Full Text


Ontology type: schema:ScholarlyArticle      Open Access: True


Article Info

DATE

2009-02-25

AUTHORS

Young K. Kim, Linda J. Sax

ABSTRACT

This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on 58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty interaction by minimizing the gender, race, social class, and first-generation differences associated with it. More... »

PAGES

437-459

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s11162-009-9127-x

DOI

http://dx.doi.org/10.1007/s11162-009-9127-x

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1035096103


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