Latina/o Student Achievement: Exploring the Influence of Student-Faculty Interactions on College Grades.

By G. Anaya, Darnell G. Cole. 2001

269 citations recorded by the source corpus.

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Citations in the corpus

Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies (2011, background): “Facilitating meaningful connections with faculty also emerges as a critical programmatic issue (Anaya & Cole, 2001).”
Do Interracial Interactions Matter? An Examination of Student-Faculty Contact and Intellectual Self-Concept (2007, methodology): “Furthermore, racial/ethnic differences in the type of interactions students have with faculty have been significantly correlated to students’ academic development (Anaya & Cole, 2001; Lundberg & Schreiner, 2004).”
Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors (2008, background): “Although not specific to STEM, Anaya and Cole (2001) indicated that academic achievement of Latino students was enhanced when professors were viewed as supportive and accessible.”
Quality and Frequency of Faculty-Student Interaction as Predictors of Learning: An Analysis by Student Race/Ethnicity (2004, background): “In a study of Latina/o students, Anaya and Cole (2001) found that frequency and quality of relationships with faculty had a positive effect on grade point average.”
The Role of Supportive Relationships in Facilitating African American Males' Success in College (2008, result): “In summary, similar to previous researchers (Anaya & Cole, 2001; Kuh & Hu, 2001; Pascarella & Terenzini, 1978), I found that supportive relationships are positively associated with educational outcomes, namely satisfaction.”
First-Generation Status and Student Race/Ethnicity as Distinct Predictors of Student Involvement and Learning (2007, background): “Research on involvement among students of color has consistently found that interactions with both peers and faculty predict learning (Anaya & Cole, 2001; Flowers, 2004; Hernandez, 2000; Mayo, Murguia, & Padilla, 1995).”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “Table 4 Estimation of full model explaining randomly varying effects Fixed effect Coefficient SE T ratio df Intercept for academic self-concept Base 3.98*** .01 840.85 11,177 Gender (female) Base -.12*** .01 -11.93 11,177 Race (minority) Base -.07*** .01 -4.89 11,177 High school GPA Base .04*** .00 ”
Faculty-Student Interaction Outside the Classroom: A Typology from a Residential College (2007, methodology): “Anaya and Cole (2001) confirmed that quality relationships and communication with the faculty had a positive impact on student grades. Further, Hathaway, Nagda, and Gregerman (2002) indicated that undergraduate students’ interaction with the faculty to conduct research may have a positive impact tha”
Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom (2010, background): “1998), others have considered a wider variety of interactions (Anaya and Cole 2001; Lundberg and Schreiner 2004; Sax et al. 2005), thus obfuscating the distinctions between interaction types.”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “…studies also found that student–faculty 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…”
Socio-Academic Integrative Moments: Rethinking Academic and Social Integration among Two-Year College Students in Career-Related Programs (2011, background): “…interactions of minority students with faculty in and out of class and with other students over academic matters to have a positive relationship with intellectual self-concept (Cole, 2007), grades (Anaya & Cole, 2001), and persistence (Davis, 1991) at predominantly-White four-year institutions.”
Self-Portraits: Possible Selves in European-American, Chilean, Japanese and Japanese-American Cultural Contexts (2004, background): “…about the likely content of their possible selves, though the simultaneous emphasis on both individuality (Condon, 1985) and relationality (Anaya & Cole, 2001) that has been observed in some Latin-American contexts suggests that their possible selves may reflect significant attention to…”
What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups (2014, background): “Likewise, the presence of family support and guidance from facultymentors are associatedwith the development of greater academic self-efficacy and success in the sciences for Latino students (Anaya & Cole, 2001; Cole & Espinoza, 2008; Torres & Solberg, 2001).”
Influencing Academic Motivation: The Effects of Student–Faculty Interaction (2016, unknown): “Furthermore, Anaya and Cole (2001) found that the quality of relationships with faculty, including academic and personal relationships, was positively associated with students’ academic performance.”