Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students
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Date
2014-06-17
Authors
Talbert, Kelly
Journal Title
Journal ISSN
Volume Title
Publisher
University of Oregon
Abstract
This study explored whether the effects of student-faculty interaction on various outcomes - degree aspiration, college GPA, satisfaction with faculty contact, and satisfaction with the college experience - vary by student gender, ethnicity, social class, and first-generation status. The study used data on 95,537 students attending nine colleges who took the 2011 administration of the Student Experience in the Research
University (SERU) survey. The findings revealed differences in the frequency of student-faculty interaction by social class and ethnicity, differences in the level of satisfaction with advising and access to faculty by social class, and positive relations between degree
aspiration and specific interaction behaviors. The findings provide implications for educators, administrators, and others charged with maximizing the benefits of student-faculty interactions for all students to positively affect college persistence and retention.
Description
Keywords
Engagement, First-generation, Persistence, Retention, Student-faculty interaction