Student-Faculty Interaction and Academic Self-Concept: The Intersection of Race and Gender

Autor/inn/en	Parker, Eugene T., III; Trolian, Teniell L.; Stolzenberg, Ellen Bara
Titel	Student-Faculty Interaction and Academic Self-Concept: The Intersection of Race and Gender
Quelle	In: Higher Education Research and Development, 41 (2022) 7, S.2292-2306 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parker, Eugene T., III) ORCID (Trolian, Teniell L.) ORCID (Stolzenberg, Ellen Bara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2021.2010666
Schlagwörter	Teacher Student Relationship; Academic Ability; Self Concept; Gender Differences; Longitudinal Studies; State Universities; Educational Experience; Correlation; Intersectionality; Student Characteristics; College Freshmen; College Seniors; Race; Student Attitudes; Psychological Patterns; Predictor Variables; College Faculty; California (Los Angeles) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Staatliche Universität; Bildungserfahrung; Korrelation; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Rasse; Abstammung; Schülerverhalten; Prädiktor; Fakultät
Abstract	Using longitudinal data from the Higher Education Research Institute (HERI) at the University of California, Los Angeles, this study examined how race, gender and experiences with faculty interact and influence students' academic self-concept. Findings demonstrated a positive relationship between interactions with faculty and academic self-concept for Black, Asian and Multiracial students. Results also revealed additional notable findings about the influence of gender on academic self-concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01