東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Class and Race in the College Classroom: Faculty Interactions and Student Learning among Racially Diverse Poor and Working-Class Collegians.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Class and Race in the College Classroom: Faculty Interactions and Student Learning among Racially Diverse Poor and Working-Class Collegians./
Author:	Newhouse, Kaitlin N. S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	263 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28547144
ISBN:	9798516927119

Class and Race in the College Classroom: Faculty Interactions and Student Learning among Racially Diverse Poor and Working-Class Collegians.
Newhouse, Kaitlin N. S.

Class and Race in the College Classroom: Faculty Interactions and Student Learning among Racially Diverse Poor and Working-Class Collegians. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 263 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 2021.

This item must not be sold to any third party vendors.

Over the last four decades, access to higher education for poor and working-class students has increased though social class disparities remain across many key higher education outcomes. To identify strategies and interventions that might support poor and working-class students, it is necessary to better understand the nature of poor and working-class college students' experiences. The purpose of this study was to explore the role of student-faculty interaction-a practice that has been linked to positive social and academic outcomes in the literature for more than half a century-in the cognitive skills development of poor and working-class college students. Further, as existing literature commonly treats all poor and working-class students as a monolith, this study also sought to explore how the relationship between student-faculty interaction and students' cognitive skills development was moderated by race. Using responses of poor and working-class students who participated in the 2018 administration of the Student Experience in the Research University (SERU) survey distributed to 19 large public research institutions in the United States (N = 30,689), this study first examined rates of different types of student-faculty interaction and how these frequencies differed by race/ethnicity, gender, and academic major. Then, drawing from college impact theories, Bourdieu's forms of capital, and informed by critical race theories of education, this study used structural equation modeling to test the relationships between student background characteristics, student-faculty interaction, and students' self-rated cognitive skills. Results indicated that there were gender, racial/ethnic, and academic major differences in the rates of interacting with faculty, but that interacting with faculty was positively associated with poor and working-class students' self-rated cognitive skills regardless of race/ethnicity. Overall, these findings suggest the benefits and importance of interacting with faculty for poor and working-class students. However, the variation in the salient variables associated with more frequent student-faculty interaction points to key student populations (e.g., poor and working-class Women of Color, first-generation students, first and second-year students, first-time students) that student affairs practitioners and faculty might focus on as they seek to develop programs, initiatives, and opportunities for students to build relationships and networks of faculty.

ISBN: 9798516927119Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Class

Class and Race in the College Classroom: Faculty Interactions and Student Learning among Racially Diverse Poor and Working-Class Collegians.
LDR:03827nmm a2200397 4500 001 2352785
005 20221205085603.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798516927119
035 $a (MiAaPQ)AAI28547144
035 $a AAI28547144
040 $a MiAaPQ $c MiAaPQ
100 1 $a Newhouse, Kaitlin N. S. $3 3692444
245 1 0 $a Class and Race in the College Classroom: Faculty Interactions and Student Learning among Racially Diverse Poor and Working-Class Collegians.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 263 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
500 $a Advisor: Sax, Linda J.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Over the last four decades, access to higher education for poor and working-class students has increased though social class disparities remain across many key higher education outcomes. To identify strategies and interventions that might support poor and working-class students, it is necessary to better understand the nature of poor and working-class college students' experiences. The purpose of this study was to explore the role of student-faculty interaction-a practice that has been linked to positive social and academic outcomes in the literature for more than half a century-in the cognitive skills development of poor and working-class college students. Further, as existing literature commonly treats all poor and working-class students as a monolith, this study also sought to explore how the relationship between student-faculty interaction and students' cognitive skills development was moderated by race. Using responses of poor and working-class students who participated in the 2018 administration of the Student Experience in the Research University (SERU) survey distributed to 19 large public research institutions in the United States (N = 30,689), this study first examined rates of different types of student-faculty interaction and how these frequencies differed by race/ethnicity, gender, and academic major. Then, drawing from college impact theories, Bourdieu's forms of capital, and informed by critical race theories of education, this study used structural equation modeling to test the relationships between student background characteristics, student-faculty interaction, and students' self-rated cognitive skills. Results indicated that there were gender, racial/ethnic, and academic major differences in the rates of interacting with faculty, but that interacting with faculty was positively associated with poor and working-class students' self-rated cognitive skills regardless of race/ethnicity. Overall, these findings suggest the benefits and importance of interacting with faculty for poor and working-class students. However, the variation in the salient variables associated with more frequent student-faculty interaction points to key student populations (e.g., poor and working-class Women of Color, first-generation students, first and second-year students, first-time students) that student affairs practitioners and faculty might focus on as they seek to develop programs, initiatives, and opportunities for students to build relationships and networks of faculty.
590 $a School code: 0031.
650 4 $a Higher education. $3 641065
650 4 $a Multicultural education. $3 526718
650 4 $a Educational sociology. $3 519608
653 $a Class
653 $a Race
653 $a College classroom
653 $a Faculty interactions
653 $a Student learning
653 $a Racially diverse poor collegians
653 $a Working-class collegians
690 $a 0745
690 $a 0455
690 $a 0340
710 2 $a University of California, Los Angeles. $b Education 0249. $3 2036364
773 0 $t Dissertations Abstracts International $g 83-01A.
790 $a 0031
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28547144