Literaturnachweis - Detailanzeige
| Autor/inn/en | Cokley, Kevin; Garba, Ramya; Harris, Keoshia; Krueger, Nolan; Bailey, Marlon; Hall, Shaina |
|---|---|
| Titel | Student-Faculty Interactions, University Environment, and Academic Attitudes among Black College Students: The Role of School Racial Composition |
| Quelle | In: Journal of Higher Education, 94 (2023) 4, S.444-472 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Cokley, Kevin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-1546 |
| DOI | 10.1080/00221546.2023.2203628 |
| Schlagwörter | Teacher Student Relationship; Interaction; College Environment; Student Attitudes; African American Students; Racial Composition; Predominantly White Institutions; Success; Black Colleges; Value Judgment; Environmental Influences; Caring; Academic Persistence |
| Abstract | 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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