High Expectations, Strong Support: Faculty Behaviors Predicting Latina/o Community College Student Learning

Autor/inn/en	Lundberg, Carol A.; Kim, Young K.; Andrade, Luis M.; Bahner, Daniel T.
Titel	High Expectations, Strong Support: Faculty Behaviors Predicting Latina/o Community College Student Learning
Quelle	In: Journal of College Student Development, 59 (2018) 1, S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2018.0004
Schlagwörter	Hispanic American Students; Two Year College Students; Learner Engagement; Community Colleges; Student Surveys; Predictor Variables; Teacher Student Relationship; College Faculty; Teacher Expectations of Students; Gender Differences; Student Attitudes; Race; Ethnicity; Statistical Analysis; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Community college; Community College; Schülerbefragung; Prädiktor; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Geschlechterkonflikt; Schülerverhalten; Rasse; Abstammung; Ethnizität; Statistische Analyse
Abstract	In this study we investigated the extent to which faculty interaction contributed to Latina/o student perceptions of their learning, using a sample of 10,071 Latina/o students who took the Community College Survey of Student Engagement. Findings were disaggregated for men and women, but results were quite similar between the 2 groups. Frequent high-quality interaction with faculty contributed strongly to student learning, with the strongest predictors being students working hard in response to faculty expectations and faculty being available to students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01