Student-faculty interaction and academic self-concept: the intersection of race and gender

Using longitudinal data from the Higher Education Research Institute (HERI) at the University of California, Los Angeles, this study examined how race, gender and experiences with faculty interact and influence students' academic self-concept. Findings demonstrated a positive relationship betwe...

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Bibliographic Details
Published in:Higher education research and development 2022-11, Vol.41 (7), p.2292-2306
Main Authors: Parker, Eugene T., Trolian, Teniell L., Stolzenberg, Ellen Bara
Format: Article
Language:English
Subjects:
Academic Ability
academic self-concept
College Faculty
College Freshmen
College impact
College Seniors
Correlation
Educational Experience
Gender Differences
Intersectionality
Longitudinal Studies
Predictor Variables
Psychological Patterns
Race
Self Concept
State Universities
Student Attitudes
Student Characteristics
student-faculty interactions
Teacher Student Relationship
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Summary:Using longitudinal data from the Higher Education Research Institute (HERI) at the University of California, Los Angeles, this study examined how race, gender and experiences with faculty interact and influence students' academic self-concept. Findings demonstrated a positive relationship between interactions with faculty and academic self-concept for Black, Asian and Multiracial students. Results also revealed additional notable findings about the influence of gender on academic self-concept.
ISSN:0729-4360
1469-8366
DOI:10.1080/07294360.2021.2010666