دورية أكاديمية
Student-Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention
| العنوان: | Student-Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention |
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| اللغة: | English |
| المؤلفون: | Park, Julie J., Kim, Young K., Salazar, Cinthya, Hayes, Shannon |
| المصدر: | Research in Higher Education. May 2020 61(3):330-356. |
| الإتاحة: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.comTest/ |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 27 |
| تاريخ النشر: | 2020 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1660914 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| الواصفات: | Teacher Student Relationship, STEM Education, Race, Ethnicity, Undergraduate Students, Longitudinal Studies, Gender Differences, College Faculty, Academic Persistence, African American Students, White Students, Asian American Students, Hispanic American Students, Income, Student Attitudes, Dropouts, Student Characteristics, Racial Discrimination, Correlation |
| DOI: | 10.1007/s11162-019-09564-w |
| تدمد: | 0361-0365 |
| مستخلص: | Previous studies have documented student-faculty interaction in STEM, but fewer studies have specifically studied negative forms of interaction such as discrimination from faculty. Using a sample of 562 STEM undergraduates from the National Longitudinal Survey of Freshmen, we use hierarchical generalized linear modeling to investigate various types of student-faculty interaction in Science, Technology, Engineering, and Math (STEM) and in particular, the link between discrimination from faculty and retention in STEM. While Black students interacted more frequently with faculty, they were also most likely to report experiencing racial/ethnic discrimination. Overall, female, Black, and Latinx students were more likely to leave STEM by the fourth year of college than male, White, and Asian American peers. Feeling that professors made a student feel uncomfortable due to race/ethnicity was negatively linked with STEM retention. None of the traditional forms of student-faculty interaction (i.e., non-discriminatory) predicted retention. Variation in patterns by race, gender, and income are discussed, as well as implications for research, policy, and practice. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الانضمام: | EJ1250760 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0361-0365 |
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| DOI: | 10.1007/s11162-019-09564-w |