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

Autor/inn/en	BrckaLorenz, Allison; Garvey, Jason C.; Hurtado, Sarah S.; Latopolski, Keely
Titel	High-Impact Practices and Student-Faculty Interactions for Gender-Variant Students
Quelle	In: Journal of Diversity in Higher Education, 10 (2017) 4, S.350-365 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000065
Schlagwörter	Teacher Student Relationship; Interaction; At Risk Students; Sexual Identity; Statistical Analysis; Learner Engagement; College Freshmen; National Surveys; College Seniors; Student Surveys; Predictor Variables; Student Diversity; Student Experience; Correlation; Student Characteristics; Geographic Location; Intellectual Disciplines; Regression (Statistics); Majors (Students); Foreign Countries; Least Squares Statistics; Canada; United States; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Geschlechtsidentität; Sexuelle Identität; Statistische Analyse; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung; Prädiktor; Studienerfahrung; Korrelation; Geisteswissenschaften; Regression; Regressionsanalyse; Ausland; Kanada; USA
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 article 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 collected from the 2014 administration of the National Survey of Student Engagement. 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. Results from this study may also point to chillier climates of certain major fields for gender-variant students. Implications for these findings focus on investigating major choice as a mediating factor for high-impact practice participation and advocating for the inclusion of different gender identities in surveys, institutional data, and higher-education research. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01