The Relationship between Faculty Diversity and Student Success in Public Community Colleges

Autor/inn/en	Cross, James David; Carman, Carol A.
Titel	The Relationship between Faculty Diversity and Student Success in Public Community Colleges
Quelle	In: Community College Journal of Research and Practice, 46 (2022) 12, S.855-868 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carman, Carol A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2021.1910595
Schlagwörter	Correlation; Diversity (Faculty); College Faculty; Teacher Characteristics; Teacher Student Relationship; Two Year College Students; Academic Achievement; Minority Group Students; School Holding Power; Institutional Characteristics; Dropout Rate; Disproportionate Representation; Graduation; College Transfer Students; Race; Ethnicity + Suchen Sie Ihr Suchwort? Korrelation; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Abschluss; Graduierung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Rasse; Abstammung; Ethnizität
Abstract	Community colleges serve the most diverse student populations in higher education yet have some of the lowest levels of faculty diversity in higher education. Retaining community college student cohorts through transfer/graduation is a goal, yet attaining this goal has been elusive, particularly for underrepresented minority (URM) community college students. Few studies have explored the impact of faculty diversity on the successful retention of URM community college students. This study used archival data for 120 public community colleges from the Integrated Postsecondary Education Data System (IPEDS) to calculate a Diversity Score for each college and ranked them by their overall level of faculty racial/ethnic variance to quantify the relationship between faculty diversity and student graduation, transfer, and drop-out rates. The findings suggest that there is a significant strong positive relationship between graduation, transfer, and drop-out rates for URM students of all race/ethnic categories when there are increases in faculty diversity. Exposure to a diverse faculty produces different outcomes in URM students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01