Moderating Influences of Student–Faculty Interactions on Students’ Graduate and Professional School Aspirations

There is an inverse relationship between lifetime unemployment rates and attainment of advanced college degrees, as well as a positive relationship between levels of human capital and graduate degree attainment (Carnevale, Cheah, & Strohl, 2012). This suggests that there is a need to better unde...

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Bibliographic Details
Published in:Journal of college student development 2017-11, Vol.58 (8), p.1261-1267
Main Authors: Trolian, Teniell L, Parker, Eugene T
Format: Article
Language:English
Subjects:
Academic Aspiration
Asian Americans
Attitudes
Career Planning
Cognition & reasoning
Cognitive ability
College Faculty
College students
Community colleges
Educational Experience
Ethnicity
Grade Point Average
Graduate Study
Handbooks
Higher education
Hispanic Americans
Influence
Interaction
Learning
Literacy
Occupational Aspiration
Participation
Professional Education
Science education
STEM education
Student Experience
Student Motivation
Teacher Student Relationship
Undergraduate Students
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Summary:There is an inverse relationship between lifetime unemployment rates and attainment of advanced college degrees, as well as a positive relationship between levels of human capital and graduate degree attainment (Carnevale, Cheah, & Strohl, 2012). This suggests that there is a need to better understand college experiences that may promote students' interests in pursuing graduate or professional education. Interactions with faculty members in college influence a host of college outcomes (Kim & Sax, 2017; Mayhew, Rockenbach, Bowman, Seifert, & Wolniak, 2016; Pascarella & Terenzini, 2005), but less is known about whether these interactions influence students' aspirations to attend graduate or professional school and whether this influence is the same for all students. In this study, we examined the relationship between five measures of students' interactions with faculty in college and students' aspirations to earn a graduate or professional degree. Additionally, we considered whether this relationship is similar for all students or whether it is moderated by students' sex or race/ethnicity.
ISSN:0897-5264
1543-3382
1543-3382
DOI:10.1353/csd.2017.0098