Literaturnachweis - Detailanzeige
| Autor/inn/en | Garvey, Jason C.; BrckaLorenz, Allison; Latopolski, Keely; Hurtado, Sarah S. |
|---|---|
| Titel | High-Impact Practices and Student-Faculty Interactions for Students across Sexual Orientations |
| Quelle | In: Journal of College Student Development, 59 (2018) 2, S.210-226 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0897-5264 |
| Schlagwörter | Teacher Student Relationship; Sexual Orientation; Homosexuality; College Students; College Faculty; Student Characteristics; Least Squares Statistics; Educational Experience; Best Practices; Educational Research; Statistical Analysis |
| Abstract | The purpose of this study was to investigate the relationship between high-impact practices and student--faculty interactions for lesbian, gay, bisexual, and questioning (LGBQ) students. Results yield few differences in participation of high-impact practices for LGBQ students compared to heterosexual students. Results also demonstrate the significant influences of student and institutional characteristics on high-impact practice participation for LGBQ students, and in particular student--faculty interactions. (As Provided). |
| Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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