High-Impact Practices and Student-Faculty Interactions for Gender Variant Students

• In Event: The Intersections of Gender Diversity

Abstract

The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This paper examines the experiences of gender variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student-faculty interactions using a large-scale, multi-institution quantitative data set. Although high-impact practice participation was similar for gender variant and cisgender students, positive student-faculty interaction was found to be a significant predictor for increased high-impact practice participation for gender variant students.

Authors

• Allison BrckaLorenz, Indiana University

• Jason C. Garvey, The University of Alabama

• Sarah S Hurtado, Indiana University - Bloomington

• Keely Latopolski, The University of Alabama - Tuscaloosa