Faculty Student Interaction at the Community College: A Focus on Students of Color

By June C. Chang. 2005

166 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8f2fae89b10923d07952003ce6332b97bc36eac4

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Citations in the corpus

College Residence and Academic Performance: Who Benefits From Living on Campus? (2010, background): “For instance, Black and Latino students interact with faculty more frequently than White students (Chang, 2005; Kuh & Hu, 2001), which is a strong predictor of better academic performance for minority students (Fischer, 2007; Mayo, Murguia, & Padilla, 1995).”
A structural model of student well-being (2014, background): “If a student gets on well with his or her lecturers, knows what they expect, and can discuss problems with them, he or she will experience less burnout and more engagement (Chang, 2005; Kember, 2004; Ngidi, 2007).”
Social Capital and Academic Motivation Among First-Generation Community College Students (2015, background): “Community colleges stand at a unique position in the educational pipeline and often serve as points of access to higher education for underrepresented groups (Chang, 2005).”
The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist (2015, background): “Recent studies note that institutional agents exercise influence on community college student aspirations and success by providing both psychological and instrumental support (Barnett, 2010; Chang, 2005; Dowd et al., 2013; Zalaquett & Lopez, 2006).”
Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status (2009, background): “Previous college impact research has demonstrated general patterns that Asian American students experience less frequent student–faculty interaction than their peers, while African Americans report the highest frequency of interaction (Chang 2005; Cole 2006; Kim et al. 2006; Kuh and Hu 2001; Lundber”
Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom (2010, methodology): “Drawing primarily on data provided by students, previous studies (Chang, 2005; Cotten & Wilson, 2006; Pascarella, 1980) on non-classroom faculty-student contact have noted that these interactions are quite infrequent.”
Why Students Choose STEM Majors (2013, background): “Academic interaction between students and other college socialization sources, such as faculty and academic advisors, positively influences numerous student outcomes (Astin, 1993; J. C. Chang, 2005; Terenzini, Pascarella, & Blimling, 1999).”