Experiences of Racial Discrimination among STEM Majors: The Role of Faculty

被引：1

作者：

Dizon, Jude Paul Matias ^{[1
,5
]}

Salazar, Cinthya ^{[2
]}

Kim, Young K. K. ^{[3
]}

Park, Julie J. J. ^{[4
]}

机构：

[1] Rutgers State Univ, New Brunswick, NJ USA

[2] Texas A&M Univ, College Stn, TX USA

[3] Azusa Pacific Univ, Azusa, CA USA

[4] Univ Maryland, College Pk, MD USA

[5] Dept Educ Psychol, 10 Seminary Pl, New Brunswick, NJ 08901 USA

来源：

JOURNAL OF STUDENT AFFAIRS RESEARCH AND PRACTICE | 2023年 / 60卷 / 05期

基金：

美国国家科学基金会;

关键词：

DEGREE COMPLETION; SCIENCE IDENTITY; COLLEGE; WOMEN; STUDENTS; MATHEMATICS; PERCEPTIONS; PERSISTENCE; CLIMATE; UNDERGRADUATE;

D O I：

10.1080/19496591.2022.2144742

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study extends previous research on student-faculty interaction and discriminatory climates in STEM fields by examining the effect of both positive/neutral and discriminatory forms of student-faculty interactions on GPA and academic satisfaction. Feeling discouraged from speaking in class due to race was negatively associated with student GPA, which was more pronounced among women and Black students. Asking questions in and after class was positively linked with GPA and academic satisfaction. Findings highlight the importance of positive student-faculty interaction for the retention of diverse students in STEM.

引用

页码：653 / 670

页数：18

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