Unequal Treatment and Program Satisfaction among Students of European and Chinese Origin

Autor/in	Grayson, J. Paul
Titel	Unequal Treatment and Program Satisfaction among Students of European and Chinese Origin
Quelle	In: Canadian Journal of Higher Education, 37 (2007) 3, S.51-85 (35 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Student Diversity; Grade Point Average; Personality Traits; Satisfaction; College Students; Student Attitudes; Correlation; Whites; Asians; Teacher Effectiveness; Teaching Skills; Equal Education; Teacher Student Relationship; Racial Differences; Ethnicity; Minority Groups; High School Students + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Zufriedenheit; Collegestudent; Schülerverhalten; Korrelation; White; Weißer; Asian; Asiat; Asiatin; Asiaten; Asiate; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Rassenunterschied; Ethnizität; Ethnische Minderheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	A four year panel study at an ethnically diverse commuter university examines the relationships among assessments of professor performance, GPA, academic program satisfaction, and perceptions of equal treatment of students of varying ethno-racial origins. Repeated analyses of variance indicate that although the first three of these variables do not clearly divide on the basis of ethno-racial origin, non-European origin students are more likely than those of European origin to perceive that not all students are treated equally. Analyses of relationships among variables within and between years indicates that the factors explaining the program satisfaction of students of European origin are different than those explaining satisfaction of Chinese origin students. For the former, it is likely that certain personality characteristics play a key role; for the latter, perceptions of equal treatment of students are more important. (Contains 1 table, 5 figures, 4 diagrams, and 7 notes.) (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/csshe/Pub/pub.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10