Student-Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention

Autor/inn/en	Park, Julie J.; Kim, Young K.; Salazar, Cinthya; Hayes, Shannon
Titel	Student-Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention
Quelle	In: Research in Higher Education, 61 (2020) 3, S.330-356 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-019-09564-w
Schlagwörter	Teacher Student Relationship; STEM Education; Race; Ethnicity; Undergraduate Students; Longitudinal Studies; Gender Differences; College Faculty; Academic Persistence; African American Students; White Students; Asian American Students; Hispanic American Students; Income; Student Attitudes; Dropouts; Student Characteristics; Racial Discrimination; Correlation + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; STEM; Rasse; Abstammung; Ethnizität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Fakultät; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Einkommen; Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Racial bias; Rassismus; Korrelation
Abstract	Previous studies have documented student-faculty interaction in STEM, but fewer studies have specifically studied negative forms of interaction such as discrimination from faculty. Using a sample of 562 STEM undergraduates from the National Longitudinal Survey of Freshmen, we use hierarchical generalized linear modeling to investigate various types of student-faculty interaction in Science, Technology, Engineering, and Math (STEM) and in particular, the link between discrimination from faculty and retention in STEM. While Black students interacted more frequently with faculty, they were also most likely to report experiencing racial/ethnic discrimination. Overall, female, Black, and Latinx students were more likely to leave STEM by the fourth year of college than male, White, and Asian American peers. Feeling that professors made a student feel uncomfortable due to race/ethnicity was negatively linked with STEM retention. None of the traditional forms of student-faculty interaction (i.e., non-discriminatory) predicted retention. Variation in patterns by race, gender, and income are discussed, as well as implications for research, policy, and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01