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| Autor/inn/en | Williams, Michael Steven; Johnson, Jennifer Michelle |
|---|---|
| Titel | Predicting the Quality of Black Women Collegians' Relationships with Faculty at a Public Historically Black University |
| Quelle | In: Journal of Diversity in Higher Education, 12 (2019) 2, S.115-125 (11 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Williams, Michael Steven) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8926 |
| DOI | 10.1037/dhe0000077 |
| Schlagwörter | African American Students; Females; Teacher Student Relationship; Teaching Methods; College Faculty; Public Colleges; Black Colleges; Student Characteristics; Instructional Effectiveness; Womens Education; National Survey of Student Engagement |
| Abstract | Using data from the National Survey of Student Engagement, multivariate analyses were conducted to examine the impact of effective teaching practices and student--faculty interactions on perceptions of faculty relationship quality for Black women collegians at a public historically Black university. Using a conceptual framework that integrates Tinto's (1993) interactionalist theory of college student departure, Astin's (1993) student involvement theory, and Weidman's (1989) undergraduate socialization model, the final regression model explained 56% of the variance in faculty relationship quality. Significant predictors included faculty feedback, course-related conversations outside of class, and discussions around academic performance. We close with implications for policy, praxis, and future investigations. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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