Faculty Engagement: Multicultural Students' Perceptions of Faculty Engagement in a New England Institution of Higher Education PDF Download
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Author: Patricio V. Jorge
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 330
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Book Description
According to Snyder and Dillow (2012), an educational system is characterized by several transitions (elementary, secondary, and postsecondary education). These points mark the progression of a student’s academic journey. Data have shown that multicultural students tend to quit college in their first year (Davies, Bowser, & Brown, 2012). Furthermore, statistics indicate that fewer than 50 percent of students in secondary education proceed to college, and of this 50 percent, fewer than 20 percent earn a degree (Davies, 2006). This correlational study examined relationships between 418 undergraduate multicultural students’ perceptions of Faculty Engagement, Faculty Motivating Them Toward Success, and Classroom Dynamics at a 2-year institution of higher education in New England. The following research questions guided the research: 1) Is there a relationship between students’ perceptions of Faculty Engagement and their perceptions of Faculty Motivating Them toward Success; 2) Is there a relationship between students’ perceptions of Faculty Motivating Them Toward Success and their perceptions of Classroom Dynamics; 3) To what extent and in what manner do students’ perceptions of Faculty Engagement and Classroom Dynamics explain variation in their perceptions of Faculty Motivating Them Toward Success ; and 4) Are there gender differences regarding students’ perceptions of Classroom Dynamics, Faculty Engagement, and Faculty Motivating Students Toward Success. The data were gathered using a self-report survey responded to on 5-point frequency and satisfaction scales (Lester & Bishop, 2000). The highest ratings were obtained for perceptions of Faculty Motivating Students Towards Success (M=4.17). The lowest ratings were found for perceptions of Faculty Engagement (M=2.92) and Classroom Dynamics (M=2.68). Perceptions of Faculty Engagement were significantly correlated with perceptions of Faculty Motivating Them Toward Success (r=32, r2=.10, p
Author: Patricio V. Jorge
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 330
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Book Description
According to Snyder and Dillow (2012), an educational system is characterized by several transitions (elementary, secondary, and postsecondary education). These points mark the progression of a student’s academic journey. Data have shown that multicultural students tend to quit college in their first year (Davies, Bowser, & Brown, 2012). Furthermore, statistics indicate that fewer than 50 percent of students in secondary education proceed to college, and of this 50 percent, fewer than 20 percent earn a degree (Davies, 2006). This correlational study examined relationships between 418 undergraduate multicultural students’ perceptions of Faculty Engagement, Faculty Motivating Them Toward Success, and Classroom Dynamics at a 2-year institution of higher education in New England. The following research questions guided the research: 1) Is there a relationship between students’ perceptions of Faculty Engagement and their perceptions of Faculty Motivating Them toward Success; 2) Is there a relationship between students’ perceptions of Faculty Motivating Them Toward Success and their perceptions of Classroom Dynamics; 3) To what extent and in what manner do students’ perceptions of Faculty Engagement and Classroom Dynamics explain variation in their perceptions of Faculty Motivating Them Toward Success ; and 4) Are there gender differences regarding students’ perceptions of Classroom Dynamics, Faculty Engagement, and Faculty Motivating Students Toward Success. The data were gathered using a self-report survey responded to on 5-point frequency and satisfaction scales (Lester & Bishop, 2000). The highest ratings were obtained for perceptions of Faculty Motivating Students Towards Success (M=4.17). The lowest ratings were found for perceptions of Faculty Engagement (M=2.92) and Classroom Dynamics (M=2.68). Perceptions of Faculty Engagement were significantly correlated with perceptions of Faculty Motivating Them Toward Success (r=32, r2=.10, p
Author: Yun Zhu
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages :
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Book Description
As enrollment of minority students and recruitment of minority faculty in higher education increase, opportunities for students to interact with racially and ethnically different faculty will become more frequent and pronounced. Also, there may be expectations that these interactions will produce greater educational gains and sensitivity to racial issues. A quantitative research methodology was employed to measure the nature of the student-faculty interactions across race and to explore factors that influence undergraduate students' GPA and multicultural perceptions in order to identify ways in which student-faculty interactions might better serve the students. Mainly, this study focused on the quantity, quality, and socialization of interactions between White and Asian students and faculty members. The instrument used for data collection was a combination of five national online surveys that were designed to assess college students' perceptions and experiences of their student-faculty interactions and data were gathered with White and Asian faculty and students at Virginia Commonwealth University. Data collection consisted of surveying students and faculty members via email. The researcher found that only the quality of student-faculty interactions, which belongs to the quality of interactions, had a positive impact on students' GPA (.06) and their multicultural perceptions (.18). A better understanding of factors influencing students' GPA and multicultural perceptions would be beneficial for both teachers and undergraduate students at VCU.
Author: Tinukwa C. Okojie-Boulder
Publisher:
ISBN:
Category : Multicultural education
Languages : en
Pages :
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Book Description
The study examined faculty members' and graduate students' perceptions of multicultural education and to ascertain which demographic factors had the most influence on participants' perceptions. This study also examined whether there were any significant differences between faculty members' and graduate students' perceptions of the concept. Validity of the quantitative instruments was determined by a panel of experts. Internal consistency and reliability was calculated using factor analysis, Cronbach's alpha and test/retest reliability. A mixed method research design was used in this study which included a combination of quantitative and qualitative methodologies. The surveys were completed by 313 graduate students and 48 faculty members, while 10 faculty members and 13 graduate students participated in semi-structured interviews. Descriptive and inferential statistical analyses were conducted to analyze the quantitative data and the qualitative data collected were transcribed, coded and analyzed. The findings showed that faculty members and graduate students exhibited a positive perception of multicultural education and that there were some significant differences between faculty members' and graduate students' perceptions of the concept. The results also showed that no demographic variables had an impact on faculty members' perceptions while race and department had an impact on graduate students' perceptions. The findings also revealed that faculty members believed that faculty bore the most responsibility for integrating multicultural education in the classroom. The study showed that a combination of instructional strategies was used to infuse multicultural education in their courses and no formal evaluations were used to assess whether graduate students were receptive to the multicultural content being taught. Faculty indicated that they received little support from their department heads and college administrators to apply multicultural initiatives. Moreover, a number of factors motivated faculty members' efforts to teach about multicultural education and these included traveling to foreign countries, learning about multiculturalism during their graduate studies and having an interest in the topic. Lastly, recommendations for further research and recommendations for the College of Education were presented in this study.
Author: Carola Suárez-Orozco
Publisher: Teachers College Press
ISBN: 080776194X
Category : Education
Languages : en
Pages : 241
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Book Description
This groundbreaking volume is the first to concentrate specifically on the experiences, challenges, and triumphs of immigrant-origin community college students. Drawing on data from the Research on Immigrants in Community College Study (RICC), it looks at what community colleges can do to better help this growing population of new Americans succeed.
Author: Yun Zhu
Publisher: LAP Lambert Academic Publishing
ISBN: 9783848410347
Category :
Languages : en
Pages : 252
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Book Description
As enrollment of minority students and recruitment of minority faculty in higher education increase, opportunities for students to interact with racially and ethnically different faculty will become more frequent and pronounced. Also, there may be expectations that these interactions will produce greater educational gains and sensitivity to racial issues. A quantitative research methodology was employed to measure the nature of the student-faculty interactions across race and to explore factors that influence undergraduate students' GPA and multicultural perceptions in order to identify ways in which student-faculty interactions might better serve the students.Data collection consisted of surveying students and faculty members via email. The researcher found that only the quality of student-faculty interactions, which belongs to the quality of interactions, had a positive impact on students' GPA (.06) and their multicultural perceptions (.18). A better understanding of factors influencing students' GPA and multicultural perceptions would be beneficial for both teachers and undergraduate students at VCU.
Author: Mark A. Chesler
Publisher: Routledge
ISBN: 1317259777
Category : Education
Languages : en
Pages : 247
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Book Description
This book focuses on understanding the experiences of faculty members of various races/ethnicities and genders and their classroom encounters with students in the United States. It illustrates some of the dynamics for faculty members facing the challenges and opportunities the diversity presents.
Author: Becca Berkey
Publisher: Emerald Group Publishing Limited
ISBN: 9781620366127
Category : College teachers
Languages : en
Pages : 0
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Book Description
This edited volume provides educational developers and community engagement professionals an analysis of approaches to faculty development around service-learning and community engagement.
Author: Lana L. Berardi
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 372
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Book Description
Author: Stephen COLE
Publisher: Harvard University Press
ISBN: 0674029690
Category : Education
Languages : en
Pages : 385
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Book Description
In recent years, colleges have successfully increased the racial diversity of their student bodies. They have been less successful, however, in diversifying their faculties. This book identifies the ways in which minority students make occupational choices, what their attitudes are toward a career in academia, and why so few become college professors. Working with a large sample of high-achieving minority students from a variety of institutions, the authors conclude that minority students are no less likely than white students to aspire to academic careers. But because minorities are less likely to go to college and less likely to earn high grades within college, few end up going to graduate school. The shortage of minority academics is not a result of the failure of educational institutions to hire them; but of the very small pool of minority Ph.D. candidates. In examining why some minorities decide to become academics, the authors conclude that same-race role models are no more effective than white role models and that affirmative action contributes to the problem by steering minority students to schools where they perform relatively poorly. They end with policy recommendations on how more minority students might be attracted to an academic career.
Author: Carolyn R. O'Grady
Publisher: Routledge
ISBN: 1135666636
Category : Education
Languages : en
Pages : 320
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Book Description
Provides a systematic presentation of research, theory, & practice related to the ways in which service learning & multicultural education can & should be integrated. Authors share a commitment to a vision of education that sythesizes action & reflection
