Student–faculty interactions and psychosociocultural influences as predictors of engagement among Black college students.

Abstract

While engagement has been identified as a key component to enhancing the academic outcomes of college students, less work has focused on specific predictors of engagement for Black college students attending predominately White postsecondary institutions (PWIs). The current study examined the influence of 2 dimensions of student-faculty interactions (caring attitudes and respectful interactions) and psychosociocultural factors (racial identity, perceptions of the university environment, and cultural congruity) on the academic and social engagement of 209 Black undergraduates attending a Southwestern research-intensive PWI. Hierarchical regression analyses revealed that these factors accounted for 34% of the variance in academic engagement and 32% of the variance in social engagement. Specifically, caring student-faculty relationships, cultural congruity, and racial centrality were significant predictors for both types of engagement. Implications of these findings for research and practice with Black college students are discussed.

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

“…Given that much of the research using the PSC framework has primarily focused on the relationship between PSC factors and the persistence attitudes of students of color at PWIs (Gloria & Castellanos, 2003;Gloria et al, 1999), this study extends the literature using the PSC framework in multiple ways. It adds to the limited empirical research in this area by focusing specifically on Black students rather than on students of color broadly (e.g., Beasley, 2020;Gloria et al, 1999). Furthermore, consistent with calls for more research on noncognitive PSC variables among college students of color (Sedlacek, 2017), this study highlights multiple noncognitive predictors that can facilitate Black students' academic functioning and performance.…”

“…Black students who reported higher cultural congruity, endorsed more support from faculty mentors, and had more positive views of campus were more likely to persist. Beasley (2020) found that cultural congruity, perceptions of the university environment, and caring faculty relationships were significant predictors of Black students' academic and social engagement attitudes.…”

“…Other studies have found that interactions with caring faculty positively influenced Black students' perceptions of the campus climate, sense of belonging, and willingness to engage on campus (Beasley, 2020;Beckowski & Gebauer, 2018;Grantham et al, 2015). Harper's (2010) national study of 319 Black men found that these students' relationships with faculty contributed to them working harder in their classes.…”

“…Cumulatively, the negative experiences Black collegians report can color their perceptions of the university environment and affect their on-campus engagement (Bourke, 2010). More favorable perceptions of the institution contributed to students being more academically and socially engaged on campus (Beasley, 2020) and accessing available institutional resources (Gloria et al, 1999). These positive views of the campus environment likely enhanced Black students' academic identity since they are not experiencing identity challenges that question their presence at PWIs (Chapman-Hilliard & Beasley, 2018;Chavous et al, 2018).…”

Shaping Students’ Attitudes Toward Diversity: Do Faculty Practices and Interactions With Students Matter?

“…While some prior research has investigated race and student-faculty interactions, we have much to learn about the moderating effects of race and ethnicity related to these experiences. A recent study examining 209 Black students at a large Southwestern predominately White institution (PWI) found a positive link between student-faculty interactions and academic and social engagement (Beasley, 2020). Additionally, one prior qualitative study of African American college students suggested student-faculty interactions may promote perceptions of racism, bias and microaggressions in students, resulting in negative perceptions of the campus climate (Solorzano et al, 2000).…”