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This study examined whether the impact of student-faculty interaction on a range of student outcomes—including academic achievement, goals, self-confidence, well-being, and attitudes—differed for women and men. The data were drawn from a national longitudinal sample of college students (N = 17,637) who were surveyed upon entry to college in 1994 and four years later in 1998. Results indicate that although many commonalities exist in how student-faculty interaction relates to college outcomes for women and men, differential effects based on gender were observed across a number of domains.

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