Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

Autor/inn/en	Herrera, Felisha A.; Chapar, Judith W. Hernández; Sánchez, Gabriela Kovats
Titel	Connecting through Engagement: Latinx Student-Faculty Interaction in Community College
Quelle	In: Association of Mexican American Educators Journal, 11 (2017) 2, S.65-88 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.11.2.350
Schlagwörter	Community Colleges; Teacher Student Relationship; Regression (Statistics); Hispanic American Students; Student Surveys; Teacher Role; Change Agents; Interaction; Performance Factors; National Surveys; Longitudinal Studies; Student Attitudes; Postsecondary Education + Suchen Sie Ihr Suchwort? Community college; Community College; Teacher student relationships; Lehrer-Schüler-Beziehung; Regression; Regressionsanalyse; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schülerbefragung; Lehrerrolle; Interaktion; Leistungsindikator; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Post-secondary education; Tertiäre Bildung
Abstract	Student engagement with faculty has received increased attention from scholars and practitioners alike. However, much of the focus has been on the engagement experiences of students enrolled at four-year institutions, often excluding the experiences of Latinx1 students enrolled at two-year public institutions. The present study centers faculty, who are situated within positions of power, as institutional agents (Stanton-Salazar, 2011) and examines their formal and informal contacts with Latinx students who began higher education at community colleges. This study utilizes data from the 2004-09 Beginning Postsecondary Survey and employs descriptive analyses and blocked hierarchical regression to gain greater knowledge of the factors that impact Latinx students' frequency of interaction with institutional agents. This study highlights the need to further disaggregate Latinx ethnic subgroups. Findings show that peer, academic, and social engagement are predictors of increased interaction with institutional agents. Of particular interest is the role of institutional contexts, as results reveal unrealized potential for Hispanic-Serving Institutions in promoting opportunities for interaction among Latinx and institutional agents. Implications for creating environments that foster student-faculty relationships are explored. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01