Examining Perceived Quality and Gains in High-Impact Practices: Differences by Student Academic and Demographic Characteristics

• In Event: The Influence of High-Impact Practices on Student Success

Abstract

Research often demonstrates differences in the benefits of students who participation in high-impact practices without considering the quality of their experience. In this study, I test relationship between a quality construct of high-impact practices and student perceived gains, paying particular attention to students from underrepresented gender, racial, sexuality, and ability backgrounds. Data from over 13,000 students at 39 institutions helps address questions about students’ perceptions of quality and gains in high-impact practices. Results from a structural equation model indicate several differences among student populations, leading to implications for scholars and administrators.

Author

• Kyle T. Fassett, University of North Carolina - Chapel Hill