Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status

By Young K. Kim, Linda J. Sax. 2009

520 citations recorded by the source corpus.

This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on 58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty interaction by minimizing the gender, race, social class, and first-generation differences associated with it.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/05705e5e00d0e2f6ee68f416dc2df47ce0578589

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Citations in the corpus

Feeling at Home in College: Fortifying School‐Relevant Selves to Reduce Social Class Disparities in Higher Education (2015, background): “…that seeking help from professors, instructors, and teaching assistants outside of class is important for success, and thus seek help less often than their middle-class peers (Calarco, 2011; Collier & Morgan, 2008; Kim & Sax, 2009; Soria & Stebleton, 2012; Stephens, Hamedani, & Destin, 2014).”
Gender differences in the relationship between academic procrastination, satifaction with academic life and academic performance (2017, background): “…2013), female students perform better (Chap-Murat http://dx.doi.org/10.14204/ejrep.41.16042 el et al. 2005; Khwaileh & Zaza, 2011; Voyer & Voyer, 2014), and rate higher satisfaction with their academic life than their male counterparts (Kim & Sax, 2009; Maceli et al., 2011; Tessema et al., 2012).”
Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive (2014, background): “It has been shown that students from upperclass families or whose parents went to college are more likely than students from lower or middleclass families or firstgeneration stu dents to assist faculty with research for course credit and communicate with faculty by email or in person (Kim and S”
Influencing Academic Motivation: The Effects of Student–Faculty Interaction (2016, unknown): “Kim and Sax (2009) also demonstrated that research with faculty predicted higher college grade point averages, higher degree aspirations, and larger gains in critical thinking and communication for men and women.”
Faculty as Sources of Support for LGBTQ College Students (2016, background): “However, Kim and Sax (2009) found that there were significant gender differences between men and women in amount, type, and satisfaction with faculty interactions, suggesting that students’ gender identities may play a role in actual or perceived support from faculty.”
A head start in higher education: the effect of a transition intervention on interaction, sense of belonging, and academic performance (2020, background): “These types of interactions contribute to students’ satisfaction with the HE experience (Kim and Sax 2009), a stronger commitment to graduate (Pascarella and Terenzini 2005), lower attrition rates (Richardson and Radloff 2014), and higher college GPA (Kim and Sax 2009).”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “…research has indicated that student–faculty interaction improves college students’ grade point average (GPA) (Anaya & Cole 2001; Dika 2012; Kim 2010; Kim & Sax 2009), increases persistence (Hernandez 2000; Lau 2003; Pascarella & Terenzini 1977; Spady 1970, 1971; Tinto 1975), facilitates…”
Out in the Classroom: Transgender Student Experiences at a Large Public University (2015, background): “Because positive interactions and relationships with faculty members contribute to the academic and personal development of college students (Kim & Sax, 2009; Pascarella & Terenzini, 2005), the need to mask can have significant learning and developmental implications.”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “…interaction precipitated a broad range of favorable college outcomes such as higher grade point average (Anaya and Cole 2001; Dika 2012; Kim 2010; Kim and Sax 2009), growth in cognitive or intellectual skills (Bean 1980; Endo and Harpel 1982; Kim and Sax 2011; Pascarella and Terenzini 1976,…”
First-generation students' academic engagement and retention (2012, background): “Informal student faculty interactions (e.g. speaking with faculty outside of class or serving on committees with faculty) are also positively correlated with student learning and development (Astin 1993; Kim and Sax 2009; Kuh 2003; Kuh and Hu 2001).”
First-Generation College Students as Academic Learners: A Systematic Review (2020, methodology): “As discussed in the previous finding, some studies use class participation or interaction with faculty as a measure of academic engagement (Kim & Sax, 2009; Soria & Stebleton, 2012).”
The Influence of Involvement with Faculty and Mentoring on the Self-Efficacy and Academic Achievement of African American and Latino College Students. (2012, background): “Interactions, such as conducting research with faculty, have been related to higher academic achievement for students as well, particularly African American students (Kim & Sax, 2009).”
Understanding Patterns of College Outcomes among Student Veterans (2012, background): “O) framework (1993), which suggests organizing independent variables in temporal order based upon when they might affect the dependent variables (Kim & Sax, 2009; Sax, 1994).”