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"We Do Science Here": Underrepresented Students' Interactions with Faculty in Different College Contexts

The authors examine whether and how specific institutional contexts shape student interactions with faculty. They conducted a mixed methods study to understand institutional contextual differences in the experiences of aspiring scientists. Findings indicate that important structural differences exist between institutions in shaping students' interactions with faculty. Specific practices that hinder or benefit underrepresented student engagement...

Keywords:: FacultyDiversity, Institutional context, FacultyFocus, Faculty interaction, Mixed methods, Higher education, StudentFocus, Faculty, Under-represented students, StudentCharacteristics, StudentDiversity

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Academic Support Services / Degree Completion or Accelerating Graduation / Achievement Gaps

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Material Type:: Open (Access) Journal-Article
Date Added to MERLOT:: February 23, 2017
Date Modified in MERLOT:: July 18, 2018
Authors:: Sylvia Hurtado, University of California - Los Angeles
M. Kevin Eagan, University of California - Los Angeles
Minh Tran, University of California - Los Angeles
Christopher Newman, University of California - Los Angeles
Mitchell Chang, University of California - Los Angeles
Paolo Velasco, University of California - Los Angeles
Submitter:: Roy Stripling
Primary Audience:: College General Ed
Technical Format:: Website

Mobile Compatibility:: Not specified at this time
Language:: English
Cost Involved:: Unknown
Source Code Available:: Unknown
Accessibility Information Available:: Unknown
Creative Commons:: No

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"We Do Science Here": Underrepresented Students' Interactions with Faculty in Different College Contexts

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