The Case for Greater Faculty Diversity: Examining the Educational Impacts of Student-Faculty Racial/Ethnic Match

Autor/inn/en	Llamas, Jasmín D.; Nguyen, Khoa; Tran, Alisia G. T. T.
Titel	The Case for Greater Faculty Diversity: Examining the Educational Impacts of Student-Faculty Racial/Ethnic Match
Quelle	In: Race, Ethnicity and Education, 24 (2021) 3, S.375-391 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1679759
Schlagwörter	Diversity (Faculty); Diversity (Institutional); College Environment; College Faculty; College Freshmen; Minority Group Students; Minority Group Teachers; Teacher Student Relationship; Congruence (Psychology); Racial Factors; Ethnicity; Performance Factors; Academic Persistence; Grade Point Average; Graduation Rate; Social Integration; Predictor Variables; Achievement Gap; Context Effect + Suchen Sie Ihr Suchwort? Hochschulumwelt; Fakultät; Studienanfänger; Teacher student relationships; Lehrer-Schüler-Beziehung; Congruence; Psychology; Kongruenz; Psychologie; Ethnizität; Leistungsindikator; Soziale Integration; Prädiktor
Abstract	Faculty diversity has benefits for all students; however, increasing faculty diversity may be particularly helpful in reducing academic disparities for students of color. This study examines the impact of having a professor of the same race/ethnicity on student performance. A longitudinal model was tested to examine how campus racial/ethnic composition and student-faculty racial/ethnic match impact GPA and graduation for students of color. Campus racial/ethnic climate was included in the model as a potential mediating factor. Results indicated that student-faculty racial/ethnic match, campus racial/ethnic composition, and campus racial/ethnic climate each predicted GPA, which predicted graduation. An indirect relationship between student-faculty racial/ethnic match and GPA through campus racial/ethnic climate was found. Findings stress the need for diverse faculty to enhance student success, ultimately improving grades and retention. Given the benefits to students, a focus on the hiring and retention of faculty of color may be key in addressing academic disparities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01