ERIC Number: EJ843571
Record Type: Journal
Publication Date: 2009-Aug
Abstractor: As Provided
Student-Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status
Kim, Young K.; Sax, Linda J.
Research in Higher Education, v50 n5 p437-459 Aug 2009
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.
Descriptors: First Generation College Students, Social Class, Research Universities, Grade Point Average, Educational Practices, Teacher Student Relationship, Interpersonal Competence, Academic Aspiration, Social Integration, Critical Thinking, Cultural Awareness, Student Surveys, Undergraduate Students, Educational Experience, Student Attitudes, Gender Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: California