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ERIC Number: ED552118
Record Type: Non-Journal
Publication Date: 2012
Pages: 136
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-9248-5
The Moderating Effects of Racial Identity and Cultural Mistrust on the Relationship between Student-Faculty Interaction and Persistence for Black Community College Students
Alford, Hannah
ProQuest LLC, Ed.D. Dissertation, University of Southern California
Serving nearly 12 million students annually, American public community colleges provide access to higher education for a large and diverse population, including those who would otherwise not have access to postsecondary education (American Association of Community Colleges, 2011; Cohen & Brawer, 2008). However, national data reveal that community college students persist and graduate at low rates (Pascarella & Terenzini, 2005). Fortunately, decades of research have documented the positive impact of one intervention, student-faculty interaction, on educational outcomes for four-year students (Endo & Harpel, 1982; Kuh & Hu, 2001; Lamport, 1993; Lundberg & Schreiner, 2004; Pascarella, 1980; Pascarella & Terenzini, 2005). The current quantitative study examined the relationship between frequency of student-faculty interaction, student ethnicity/race, and persistence for a community college population. In addition, the study investigated the role of racial identity and cultural mistrust in the relationship between student-faculty interaction and persistence for African American students. The results of a hierarchical logistic regression found that frequency of student-faculty interaction positively predicts fall-to-spring persistence among first-time freshmen students ("n" = 371). The study found that, even while controlling for students' pre-college characteristics, increasing one point on the student-faculty interaction scale increased odds of persisting by over 9%. An ANOVA analysis revealed that frequency of student-faculty contact differed significantly by student ethnicity/race, "F" (4, 398) = 3.196, "p" = 0.013. Specifically, African American ( "n" = 40, "M" = 8.05, "SD" = 5.09) and Hispanic ("n" = 140, "M" = 7.41, "SD" = 5.14) students reported having more contact with faculty outside of the classroom when compared with Multi-ethnic ("n" = 40, "M" = 5.73, "SD" = 3.78) and White ("n" = 114, "M" = 5.84, "SD" = 4.32) students, "p" < 0.05. The regression model used to test the role of racial identity and cultural mistrust in the link between student-faculty interaction and persistence for African American students revealed insignificant results. The small sample size ("n" = 38) and low variability in the outcome variable for African American students may have created problems for the models. The limitations of the study and the implications of the study findings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A