The Differential Effects of Student-Faculty Interaction on College Outcomes for Women and Men

By Linda J. Sax, Alyssa N. Bryant, Casandra E. Harper. 2005

253 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d5d1d89e099b37dbb69cf9414d0f8e4032278293

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Social Psychology

Citations in the corpus

The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “…demonstrate that the impact of student–faculty interaction may differ by student gender (Colbeck et al. 2001; Kezar & Moriarty 2000; Kim & Sax 2009; Sax 2008; Sax et al. 2005), and others reveal differences by race (Cole 2004; Kim 2010; Kim & Sax 2009; Lundberg & Schreiner 2004; Mayo et al. 1995).”
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”
Origins of the Gender Gap: Pre-College and College Influences on Differences Between Men and Women (2007, background): “As reported by Sax, Bryant, and Harper (2005) , the dynamics of student–faculty interaction have differential impacts on women and men, with women more likely than men to suffer declines in academic and psychological self-confidence as a result of negative faculty interactions.”
“But I’m Not Good at Math”: The Changing Salience of Mathematical Self-Concept in Shaping Women’s and Men’s STEM Aspirations (2015, background): “Thus, math self-concept is linked to the STEM gender gap in various ways, spanning from the effect on women’s choice to pursue a STEM major to the experiences they have after arriving at college, such as interaction with faculty or test anxiety (Aronson and Steele 2005; Sax et al. 2005).”
Influencing Academic Motivation: The Effects of Student–Faculty Interaction (2016, unknown): “Sax, Bryant, and Harper (2005) found that women reported more frequent and positive interactions with faculty and greater levels of emotional support and encouragement to attend graduate school.”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, methodology): “…(Pascarella and Terenzini 2005); student–faculty interaction has been heralded to significantly affect students’ cognitive development during college (Astin 1993; Endo and Harpel 1982; Kim and Sax 2011; Kuh and Hu 2001; Pascarella and Terenzini 2005; Sax et al. 2005; Strauss and Terenzini 2007).”
College Residence and Academic Performance: Who Benefits From Living on Campus? (2010, result): “By contrast, a number of other studies indicate that women are more involved in extracurricular activities and interact more frequently with faculty, whereas men more often engage in social activities with peers (Chapman & Pascarella, 1983; Sax et al., 2005).”