Constructive Criticism: The Role of Student-Faculty Interactions on African American and Hispanic Students' Educational Gains

By Darnell G. Cole. 2008

100 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d72e9197c6157886ec4031f89d2b8adc59e9f657

How researchers see this paper

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

In Education

1. Carol A. Lundberg
2. G. Crisp
3. Young K. Kim
4. P. Hill
5. Amanda Taggart
6. A. Nuñez
7. Linda J. Sax
8. Amaury Nora

In Sociology and Political Science

1. P. Hill
2. A. Nuñez
3. Rachelle Winkle-Wagner
4. Amanda Taggart
5. Carol A. Lundberg
6. D. Lapsley
7. Amaury Nora
8. G. Crisp

Citations in the corpus

• Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies (2011, background): “Such faculty support could positively affect Latino students’ academic performance and satisfaction with college (Cole, 2008).”
• Faculty as Sources of Support for LGBTQ College Students (2016, result): “This finding parallels literature on other minoritized student groups, such as African American or Black students, Asian American or Asian students, and Latino/a students (see Cole 2008; Cole and Griffin 2013).”
• Undergraduate Latina/o Students (2015, background): “Current findings reveal that being female has been consistently shown to be positively related to academic outcomes (e.g., Cole, 2008; Fisher, 2007; Otero et al., 2007).”
• The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “…given its potential positive effect on academic achievement (Cokley 2000a; Graham 1994; Stipek 2002), and it has been considered one of the key byproducts of student–faculty interaction by some recent studies (Berger & Milem 2000a; Bjorkland et al. 2002; Cole 2007, 2008; Komarraju et al. 2010).”
• A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “…included increases in student adjustment (Wolf and Melnick 1990), persistence (Jackson et al. 2003; Swisher et al. 1991), higher GPA (Allen 1992), sense of mattering to the institution (Dayton et al. 2004), learning (Lundberg 2007, 2010, 2012), and greater satisfaction with college (Cole 2008).”