Effects of Student-Faculty Interaction on Academic Self-Concept Development: A Comparison Across Different Racial/Ethnic Groups

• In Event: Roundtable Session 4
  In Roundtable Session: Factors Associated With College Student Learning Outcomes

Abstract

This study examined racial/ethnic differences in the level, satisfaction, and effect of student-faculty interaction. The study used data on 14,450 students at 95 four-year institutions who participated in both the 2003 Freshman Survey and the 2007 College Student Survey. Results suggest that each racial/ethnic group has a unique pattern in the various aspects of student-faculty interaction. For example, African American students seem to have a higher level of student-faculty interaction compared to other racial/ethnic groups, whereas they were less satisfied with the amount of faculty contact. Findings also revealed that the effects of student-faculty interaction on academic self-concept varied by students’ racial/ethnic background.

Authors

• Patricia A. Perez, California State University - Fullerton

• Young K. Kim, Azusa Pacific University