Social and academic factors of success and retention for students of color at a predominantly white institution in agricultural and engineering based disciplines

Ancar, LeQuetia Natasha

doi:10.31274/rtd-180813-16897

Cited by 1 publication

(1 citation statement)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This means that other (non-Black) URM students reported fewer positive feelings about their courses for a given level of faculty support or faculty interactions than their Black, White and Asian peers. The lack of interaction effects between race/ethnicity and faculty support or faculty interactions suggests that these students do not respond differently to increased levels of faculty support or interactions, a result that seems inconsistent with previous literature which showed that interacting with faculty facilitated greater academic achievement for certain URM students (Anaya and Cole, 2001) and that minority students of color reported greater engagement as measured by NSSE indicators (Ancar, 2008). Noteworthy is the fact that the Ancar's (2008) study combined both Asian and Black students with other URM students into a single minority population, while this study evaluated Black and other URM students separately (Asian students were not under-represented minorities in this study).…”

Section: Discussioncontrasting

confidence: 77%

Faculty support and student engagement in undergraduate engineering

Wilson

Summers

Wright

2020

JRIT

View full text Add to dashboard Cite

PurposeThis study investigated how behavioral and emotional forms of engagement are associated with faculty support and student-faculty interactions among engineering students.Design/methodology/approachQuantitative research methods were used to analyze survey data from 781 undergraduates in seven large undergraduate engineering courses. Linear hierarchical regression models were used to evaluate the relationships between demographics (gender, race/ethnicity, family education, US status and transfer status) and student engagement and between faculty behaviors and engagement.FindingsFaculty support was consistently, significantly and positively linked to all forms of student engagement, while student-faculty interactions were significantly and positively linked to effort and positive emotional engagement and negatively linked to attention and (an absence of) negative emotional engagement. Gender, race/ethnicity, international student status and transfer status significantly predicted at least one form of engagement.Research limitations/implicationsAlthough this was a single institution study and cross-sectional, the findings suggest that faculty support and student-faculty interactions, while important for engagement, have different effects on different types of students. Faculty and teacher professional development efforts should raise awareness of these differences in order to enhance diversity and inclusion in engineering courses and curricula at all levels.Originality/valueThe analysis of behavioral and emotional forms of engagement represents more of a motivational lens on engagement in contrast to the traditional focus on time-on-task or time spent in fruitful educational practices, as is the norm with much of the engagement literature in higher education.

show abstract

Section: Discussioncontrasting

confidence: 77%