Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition

被引：3

作者：

Cokley, Kevin ^{[1
]}

Garba, Ramya ^{[2
]}

Harris, Keoshia ^{[3
]}

Krueger, Nolan ^{[4
]}

Bailey, Marlon ^{[5
]}

Hall, Shaina ^{[3
]}

机构：

[1] Univ Michigan, Dept Psychol, Austin, TX 48109 USA

[2] Upstate Med Univ, Dept Psychiat & Behav Sci, Syracuse, NY USA

[3] Univ Texas Austin, Dept Educ Psychol, Austin, TX USA

[4] Univ Calif Berkeley, Counseling & Psychol Serv, Berkeley, CA USA

[5] Vanderbilt Univ, Univ Counseling Ctr, Athlet Mental Hlth Provider, Nashville, TN USA

来源：

JOURNAL OF HIGHER EDUCATION | 2023年 / 94卷 / 04期

关键词：

Student-faculty interactions; university environment; devaluing academic success; intention to persist; college racial composition; ENGAGING CAMPUS ENVIRONMENTS; AFRICAN-AMERICAN; PREDOMINANTLY WHITE; HIGHER-EDUCATION; SENSE; EXPERIENCES; VALIDATION; MEDIATION; OUTCOMES; SUCCESS;

D O I：

10.1080/00221546.2023.2203628

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined student-faculty interactions and university environment as predictors of devaluing academic success and the intention to persist among a sample of Black college students attending historically and/or predominantly White institutions (H/PWIs) and historically Black colleges and universities (HBCUs). Results indicated the hypothesized model fit the data reasonably well across schools. However, notable differences were found. The paths from respectful student-faculty interactions and university environment to devaluing academic success were significant for students attending HBCUs but not H/PWIs. Additionally, university environment was a significant mediator of devaluing academic success for HBCUs but not H/PWIs. Findings suggest that the university environment and student-faculty interactions play a more important role in the academic attitudes of Black students attending HBCUs than H/PWIs.

引用

页码：444 / 472

页数：29

共 67 条

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