Abstract

Using a longitudinal sample of 7,063 students, this study examined through multilevel regression analyses the impact of interracial interactions on student-faculty relationships and intellectual self-concept. Interracial interactions were positively related to each type of student-faculty interaction, while student-faculty interactions were significant to students' self-perception of academic ability and intellectual self-confidence.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 249-281
Launched on MUSE
2007-05-14
Open Access
No
Archive Status
Archived
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