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Quality and Frequency of Faculty-Student Interaction as Predictors of Learning: An Analysis by Student Race/Ethnicity
- Journal of College Student Development
- Johns Hopkins University Press
- Volume 45, Number 5, September/October 2004
- pp. 549-565
- 10.1353/csd.2004.0061
- Article
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Student engagement with faculty members and its relationship to learning was investigated for students of seven different racial/ethnic groups (N = 4,501), yielding small differences by student race/ethnicity. Relationships with faculty were stronger predictors of learning than student background characteristics for all groups, but strongest for students of color.