Abstract

In this study we investigated the extent to which faculty interaction contributed to Latina/o student perceptions of their learning, using a sample of 10,071 Latina/o students who took the Community College Survey of Student Engagement. Findings were disaggregated for men and women, but results were quite similar between the 2 groups. Frequent high-quality interaction with faculty contributed strongly to student learning, with the strongest predictors being students working hard in response to faculty expectations and faculty being available to students.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 55-70
Launched on MUSE
2018-01-20
Open Access
No
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