Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention

Park, Julie J.; Kim, Young K.; Salazar, Cinthya Campos; Hayes, Shannon

doi:10.1007/s11162-019-09564-w

“…The only survey item in which we found a significant difference between BLNP and non-BLNP students was the time spent with instructors, where BLNP students chose the option "greatly decreased" less often. Previous studies show that BLNP students often have more interactions with faculty members compared to white students, although they also have negative interactions with faculty members more often (Lundberg and Schreiner, 2004;Park et al, 2020). Still, their greater experience of interacting with faculty members might have prepared them better to communicate with instructors during emergency remote learning.…”

Section: Lack Of Hands-on Learningmentioning

confidence: 98%

Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning

Supriya

¹

,

Mead

²

,

Anbar

³

et al. 2021

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Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students’ perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.

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“…The only survey item in which we found a significant difference between BLNP and non-BLNP students was the time spent with instructors, where BLNP students chose the option “greatly decreased” less often. Previous studies show that BLNP students often have more interactions with faculty members compared to white students, although they also have negative interactions with faculty members more often [72,73]. Still, their greater experience of interacting with faculty members might have prepared them better to communicate with instructors during emergency remote learning.…”

Section: Discussionmentioning

confidence: 99%

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Supriya¹,

Mead²,

Anbar³

et al. 2021

Preprint

View full text Add to dashboard Cite

Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students’ perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.

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“…Decades of campus climate research have documented that Black students at PWIs consistently report more negative perceptions of the university environment and endorse higher rates of racial marginalization, harassment, and discrimination compared with their White peers (Griffith et al, 2019;Harper & Hurtado, 2007;Pieterse et al, 2010). This persistent and differential mistreatment of Black college students is perpetuated by White peers, faculty, and staff (McCabe, 2009;Park et al, 2019). Per the PSC framework (Gloria & Castellanos, 2003), Black students' perceptions of the university environment at PWIs is a cultural variable that needs attention considering that their evaluation of the campus offer important insights for contextualizing their academic outcomes and experiences on campus.…”

Section: Cultural Variables and Black Students' Academic Outcomesmentioning

confidence: 99%

“…Faculty members and practitioners should focus on the quality of the relationships they establish with Black college students. Park et al (2019) found that Black students experienced racism at the hands of faculty, thus getting faculty to address racist behavior must be a starting point to improving student-faculty relationships. Although most faculty and their institutions express a desire to embrace diversity and avoid being labeled racist, institutions must take racist behavior by White faculty, staff, and students seriously (Cabrera et al, 2017).…”

Section: Implications For Practicementioning

confidence: 99%

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

Beasley

¹

,

McClain

²

2020

Journal of Black Psychology

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Using the psychosociocultural framework, this study concurrently examined the influence of psychological (academic self-concept and academic engagement attitudes), social (caring student-faculty relationships), and cultural variables (racial centrality and perceived university environment) on the academic achievement of Black college students. Participants were 247 Black collegians recruited from a large, Southwestern predominately White institution. Results of structural equation modeling largely supported hypothesized relationships between variables, accounting for 16% of the variance in grade point average (GPA), 75% of the variance in academic engagement, and 29% of the variance in academic self-concept. Results revealed two positive direct paths to GPA: (a) racial centrality and (b) academic self-concept; academic self-concept had a key role in facilitating indirect effects on academic engagement and GPA. Findings highlight multiple noncognitive predictors that can facilitate Black students’ academic functioning. Research and practice implications of these findings are outlined.

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Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention

Cited by 49 publications

References 61 publications

Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning

Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning

COVID-19 and the abrupt shift to remote learning: Impact on grades and perceived learning for undergraduate biology students

Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement

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