Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition.
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| Title: | Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition. |
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| Authors: | Cokley, Kevin (AUTHOR), Garba, Ramya (AUTHOR), Harris, Keoshia (AUTHOR), Krueger, Nolan (AUTHOR), Bailey, Marlon (AUTHOR), Hall, Shaina (AUTHOR) |
| Source: | Journal of Higher Education. 2023, Vol. 94 Issue 4, p444-472. 29p. 1 Diagram, 6 Charts, 1 Graph. |
| Subjects: | College student attitudes, College environment, Demographic characteristics, Black youth, Student attitudes, Historically Black colleges & universities |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00221546 |
| DOI: | 10.1080/00221546.2023.2203628 |
