This study explored whether the effects of student-faculty interaction on various outcomes - degree aspiration, college GPA, satisfaction with faculty contact, and satisfaction with the college experience - vary by student gender, ethnicity, social class, and first-generation status. The study used data on 95,537 students attending nine colleges who took the 2011 administration of the Student Experience in the Research
University (SERU) survey. The findings revealed differences in the frequency of student-faculty interaction by social class and ethnicity, differences in the level of satisfaction with advising and access to faculty by social class, and positive relations between degree
aspiration and specific interaction behaviors. The findings provide implications for educators, administrators, and others charged with maximizing the benefits of student-faculty interactions for all students to positively affect college persistence and retention.
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/17883 |
| Date | 17 June 2014 |
| Creators | Talbert, Kelly |
| Contributors | Tindal, Gerald |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Rights | All Rights Reserved. |
Page generated in 0.0014 seconds