Student-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Students

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dc.contributor.advisorTindal, Geralden_US
dc.contributor.authorTalbert, Kellyen_US
dc.date.accessioned2014-06-17T19:39:02Z
dc.date.available2014-06-17T19:39:02Z
dc.date.issued2014-06-17
dc.description.abstractThis 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.en_US
dc.identifier.urihttps://hdl.handle.net/1794/17883
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsAll Rights Reserved.en_US
dc.subjectEngagementen_US
dc.subjectFirst-generationen_US
dc.subjectPersistenceen_US
dc.subjectRetentionen_US
dc.subjectStudent-faculty interactionen_US
dc.titleStudent-Faculty Interaction and Its Relation to Satisfaction, Aspiration, and College GPA for First-Generation College Studentsen_US
dc.typeElectronic Thesis or Dissertationen_US
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadershipen_US
thesis.degree.grantorUniversity of Oregonen_US
thesis.degree.leveldoctoralen_US
thesis.degree.nameD.Ed.en_US

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