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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.
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]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2023, Vol. 94 Issue 4, p444-472. 29p. 1 Diagram, 6 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22College+student+attitudes%22">College student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+environment%22">College environment</searchLink><br /><searchLink fieldCode="DE" term="%22Demographic+characteristics%22">Demographic characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Black+youth%22">Black youth</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Historically+Black+colleges+%26+universities%22">Historically Black colleges & universities</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=163954777
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        Value: 10.1080/00221546.2023.2203628
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        Text: English
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      – TitleFull: Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition.
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              Text: 2023
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