Abstract

Student engagement with faculty members and its relationship to learning was investigated for students of seven different racial/ethnic groups (N = 4,501), yielding small differences by student race/ethnicity. Relationships with faculty were stronger predictors of learning than student background characteristics for all groups, but strongest for students of color.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 549-565
Launched on MUSE
2004-10-11
Open Access
No
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