Quality and Frequency of Faculty-Student Interaction as Predictors of Learning: An Analysis by Student Race/Ethnicity

By Carol A. Lundberg, L. Schreiner. 2004

410 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7a7a55879f7a30d31eb41b18874de648f7b8f880

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Citations in the corpus

The Differential Effects of Student-Faculty Interaction on College Outcomes for Women and Men (2005, background): “Indeed, given that some research has indicated that the effects of student-faculty interaction on academic outcomes vary across race/ethnicity (Cole, 2004; Lundberg & Schreiner, 2004), we must consider if differences might also exist between the sexes.”
First-Generation Status and Student Race/Ethnicity as Distinct Predictors of Student Involvement and Learning (2007, background): “However, students of color view faculty as less approachable than White students do (Lundberg & Schreiner, 2004; Smith & Noel, 1996), and sometimes cite faculty relationships as sources of discouragement (Fries-Britt, 1998; Fries-Britt & Turner, 2001; Garrod & Larimore, 1997).”
The Influence of Involvement with Faculty and Mentoring on the Self-Efficacy and Academic Achievement of African American and Latino College Students. (2012, methodology): “Lundberg and Schreiner (2004) suggested that students who have positive interactions with their faculty have better learning outcomes in college. Their finding is particularly relevant to this study because it was conducted with a large ethnically diverse sample. Interactions, such as conducting res”
The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist (2015, background): “Lundberg and Schreiner (2004) also found that students’ relationships with instructors, rather than student characteristics, had a stronger effect on student learning, especially for Asian/Pacific Islander, Latino/a, and Native American students.”
Student Persistence in Community Colleges (2012, background): “Although quality of the interaction has been suggested to be as important as the quantity of interaction (Lundberg & Schreiner, 2004 ), frequency of interaction should also be investigated to further understand the relationship between faculty interaction and student persistence.”
INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT (2006, methodology): “First, many scholars (Hu and Kuh, 2002, 2003a,b; Kuh and Hu, 2001; Lundberg and Schreiner, 2004) have used Barron’s selectivity index, a six-point scale created by Barron’s based on SAT/ACT scores, high school rank and admission rates, or admission rates by themselves (Strauss and Volkwein, 2002), a”
Cross-Discipline Perceptions of the Undergraduate Research Experience (2011, background): “This finding extends those of Hathaway and colleagues (2002) who surveyed alumni of the U. of Michigan; Lundberg and Schreiner (2004) who studied primarily undergraduates from doctoral and masters level institutions; Melton and colleagues (2005) who studied underrepresented students in the…”
Sentido de Pertenencia (2008, methodology): “The CSEQ data have been used to study other important outcomes of college including, but not limited to, involvement (Sutton & Kimbrough, 2001), satisfaction (Strayhorn & Terrell, 2007), and learning (Lundberg & Schreiner, 2004).”
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.”
Quality Assurance in Higher Education: A Review of Literature. (2015, background): “Another conception of quality in higher education is of faculty-student interaction (Lundberg & Schreiner, 2004; Vincent, 1987).”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, methodology): “…agents that impact students (e.g., Astin 1977, 1993a; Dika 2012; Kim 2010; Kim et al. 2009; Kim and Sax 2009, 2011, 2014; Kuh 1995; Kuh and Hu 2001; Lundberg and Schreiner 2004; Pascarella 1980, 1985; Pascarella and Terenzini 1976, 1991, 2005; Sax et al. 2005; Strauss and Terenzini 2007; Thompson…”
The Role of Supportive Relationships in Facilitating African American Males' Success in College (2008, result): “Given prior conclusions drawn from White and mixed-race samples, these finding generally simplify those found in earlier research (Lundberg & Schreiner, 2004; Terenzini, Pascarella, & Blimling, 1996).”