Abstract

Abstract:

The purpose of this study was to investigate the relationship between high-impact practices and student–faculty interactions for lesbian, gay, bisexual, and questioning (LGBQ) students. Results yield few differences in participation of high-impact practices for LGBQ students compared to heterosexual students. Results also demonstrate the significant influences of student and institutional characteristics on high-impact practice participation for LGBQ students, and in particular student–faculty interactions.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 210-226
Launched on MUSE
2018-03-15
Open Access
No
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