Do Interracial Interactions Matter? An Examination of Student-Faculty Contact and Intellectual Self-Concept

By Darnell G. Cole. 2007

181 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c8eaafea1599e1dce143b3cd5bc1d6480d08be7f

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Citations in the corpus

The Impact of Hispanic-Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs on Latina/o Academic Self-Concept (2014, methodology): “Although previous research suggests that larger representations of Latina/os are associated with more growth on academic self-concept (Cole, 2007) and academic adjustment (Hurtado, Carter, & Spuler, 1996), no explicit links to HSIs or emerging HSIs have been confirmed.”
Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom (2010, result): “studies (e.g., Anaya & Cole, 2001; Cole, 2007; Gellin, 2003; Lundberg & Schreiner, 2004), have not only confirmed the findings of early studies, but also the conditional effects of such”
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”
Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors (2008, background): “Therefore, promoting female students’ self-concept in STEM-related courses through pedagogical practices like master learning versus perfor mance-driven methods (i.e., competitive) will likely increase academic performance in high school and college for these female students (Cole, 2007).”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “engagement (Cole 2007; Kuh and Hu 2001; Pascarella and Terenzini 1991, 2005; Tinto 1993; Twale and Sanders 1999), there is also a direct relationship between interacting with their faculty members and gains in cognitive skills development.”
Connecting in Class? College Class Size and Inequality in Academic Social Capital (2016, background): “Further, given that first-generation, Black, and Latino students face particular challenges in college, and there is evidence from elementary schools that smaller classes particularly benefit disadvantaged students, we expected class size variation to especially influence academic interactions for t”
Constructive Criticism: The Role of Student-Faculty Interactions on African American and Hispanic Students' Educational Gains (2008, methodology): “Moreover, the educational satisfaction (Cole & Jackson, 2005), intellectual selfconcept (Cole, 2007), student learning (Lundberg & Schreiner, 2004), and academic success (Cole & Espinoza, 2008; Pascarella & Terenzini, 2005) are significantly influenced by the interactions African American and Hispa”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “…that students’ interaction with faculty—whether inside or outside the classroom, or whether related to research, courses, or other contexts—significantly contributes to improvement in their academic self-concept (Astin 1993; Berger & Milem 2000a; Cokley 2000a; Cole 2007, 2011; Szelenyi 2002).”
Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys (2011, methodology): “Indeed, the surveys from CIRP and NSSE have been instrumental in the development and testing of involvement and engagement theories (Astin 1993b, 1984/ 1999; Kuh 2001), and over the years researchers have used the CIRP and NSSE instruments to develop and examine a variety of involvement/engagement s”
Socio-Academic Integrative Moments: Rethinking Academic and Social Integration among Two-Year College Students in Career-Related Programs (2011, background): “…Latino student academic performance and persistence (Allen, 1992; Anaya & Cole, 2001; Davis, 1991; Nettles, 1991) and the importance of peer interaction about academi,c matters, courserelated faculty contact, and mentor relationships for minority students' intellectual self-concept (Cole, 2007).”