Shaping Students' Attitudes toward Diversity: Do Faculty Practices and Interactions with Students Matter?

Autor/inn/en	Trolian, Teniell L.; Parker, Eugene T., III
Titel	Shaping Students' Attitudes toward Diversity: Do Faculty Practices and Interactions with Students Matter?
Quelle	In: Research in Higher Education, 63 (2022) 5, S.849-870 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trolian, Teniell L.) ORCID (Parker, Eugene T., III)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-021-09668-2
Schlagwörter	Diversity; Student Attitudes; Teacher Student Relationship; Liberal Arts; College Faculty; Undergraduate Students; Longitudinal Studies; Educational Practices; Educational Environment; Student Development; Teacher Attitudes; Cooperative Learning; Race; Ethnicity; Attitude Measures; Correlation; Social Attitudes; Political Attitudes; Religion; Career Choice; Social Responsibility; History; Indiana + Suchen Sie Ihr Suchwort? Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Kooperatives Lernen; Rasse; Abstammung; Ethnizität; Korrelation; Social attidude; Soziale Einstellung; Political attitude; Politische Einstellung; Soziale Verantwortung; Geschichte; Geschichtsdarstellung
Abstract	Scholars have advocated for further investigation of the campus climate for diversity and students' attitudes and behaviors surrounding diversity, and there appears to be an increasing responsibility for higher education professionals to consider ways to encourage students' awareness and acceptance of difference. Using longitudinal data from the Wabash National Study of Liberal Arts Education, this study examined the relationship between students' perceptions of faculty practices and student-faculty interactions and two measures of students' attitudes toward diversity, and whether these relationships were moderated by race/ethnicity. Findings revealed that several perceptions of faculty practices and student-faculty interactions were positively associated with students' fourth-year diversity attitudes, including: (a) quality of faculty contact; (b) faculty interest in teaching and student development; (c) how often students had discussions with faculty whose political, social, or religious opinions were different from their own; (d) how often faculty engaged students in cooperative learning activities; (e) whether courses helped students see connections between intended careers and how they affect society; and (f) whether courses helped students understand the historical, political, and social connections of past events. Overall, findings suggest that the type and quality of each faculty practice or measure of interaction with students may be significant in terms of fostering positive diversity attitudes among students. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01