Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.

In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work […]

Lundberg, C. A., & Schreiner, L. A. (2004). Quality and frequency of faculty-student interaction as predictors of learning: An analysis by student race/ethnicity. Journal of College Student Development, 45(5), 549-565.

Student engagement with faculty members and its relationship to learning was investigated for students of seven different racial/ethnic groups (N = 4,501), yielding small differences by student race/ethnicity. Relationships with faculty were stronger predictors of learning than student background characteristics for all groups, but strongest for students of color.

Cejda, B. D., & Rhodes, J. H. (2004). Through the pipeline: The role of faculty in promoting associate degree completion among Hispanic students. Community College Journal of Research and Practice, 28(3), 249-262.

The community college has been identified as the primary educational pipeline for Hispanic students’ entry into higher education. The vast majority of research has focused on this pipeline in terms of transfer to baccalaureate institutions. Yet, the educational goal for many students is a sub-baccalaureate credential or the associate’s degree. The study reported in this […]

Reyes, X. A., & Ríos, D. I. (2005). Dialoguing the Latina experience in higher education. Journal of Hispanic Higher Education, 4(4), 377-391.

In this article, the authors discuss experiences and processes in their professional development as Latina academics. They frame their dialogue chronologically around the following themes: family background, graduate school, experiences with colleagues, participation in academia, interactions with students, and situations that inspire and motivate. By sharing their perspectives on issues linked to their status as […]

Bordes, V., & Arredondo, P. (2005). Mentoring and 1st-year Latina/o college students. Journal of Hispanic higher education, 4(2), 114-133.

This study focuses on college students of Latina/o heritage—one of the fastest growing college student groups, but with a slowly increasing graduation rate. The purpose of this study was to investigate the relationship between university-based mentoring experiences and Latina/o students’ perceived comfort in the university environment.

Cole, D. (2008). Constructive criticism: The role of student-faculty interactions on African American and Hispanic students’ educational gains. Journal of College Student Development, 49(6), 587-605.

Using a longitudinal sample of 1,422 African American and Hispanic students, the purpose of the study was to examine the effects of faculty constructive criticism on students’ GPA and educational satisfaction. The main premise suggested that student-faculty interactions, interpreted more broadly under the concept of constructive criticism would offer a more useful approach for understanding […]

Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of college student development, 51(3), 332-342.

Student–faculty interactions can be crucial in developing students’ academic self-concept and enhancing their motivation and achievement. Colleges and universities that actively foster close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives. Faculty members taking an interest in their students’ academic progress could […]

Ek, L. D., Cerecer, P. D. Q., Alanís, I., & Rodríguez, M. A. (2010). “I don’t belong here”: Chicanas/Latinas at a Hispanic serving institution creating community through muxerista mentoring. Equity & Excellence in Education, 43(4), 539-553.

In order to create more diverse communities and greater social justice in academia, a group of Chicana/Latina junior faculty at a Hispanic Serving Institution (HSI) established a research collaborative, Research for the Educational Advancement of Latin@s (REAL). Using a co-operative inquiry and dialogical epistemology, we document how REAL is an agency of transformative resistance to […]

Dika, S. L. (2012). Relations with faculty as social capital for college students: Evidence from Puerto Rico. Journal of College Student Development, 53(4), 596-610.

In this study, a social capital framework was adopted to investigate the extent to which academically focused interactions with faculty and other institutional agents serve as social capital for college students, using National Survey of Student Engagement data from a large, science, technology, engineering and math-focused institution in Puerto Rico. As expected, previous achievement variables […]

Kim, Y. K., & Sax, L. J. (2014). The effects of student–faculty interaction on academic self-concept: Does academic major matter?. Research in Higher Education, 55(8), 780-809.

Using cross-classified multilevel modeling, this study attempted to improve our understanding of the group-level conditional effects of student–faculty interaction by examining the function of academic majors in explaining the effects of student–faculty interaction on students’ academic self-concept. The study utilized data on 11,202 undergraduate students who completed both the 2003 Freshman Survey and the 2007 […]

Fuentes, M. V., Alvarado, A. R., Berdan, J., & DeAngelo, L. (2014). Mentorship matters: Does early faculty contact lead to quality faculty interaction?. Research in Higher Education, 55(3), 288-307.

This study seeks to understand the factors that contribute to a type of student–faculty interaction known to have particular benefits for students, faculty mentorship. Using three-time-point data from the Cooperative Institutional Research Program at the University of California, Los Angeles, this study employed structural equation modeling to investigate the relationship between contact and communication with […]

Stebleton, M. J., & Aleixo, M. B. (2015). Examining undocumented Latino/a student interactions with faculty and institutional agents. Journal of Hispanic Higher Education, 14(3), 256-273.

This study explored the experiences of nine undocumented Latino/a students and their perception of interactions with faculty and institutional agents at a predominantly White institution (PWI). Using Charmaz as a lens to analyze individual student interviews, three main findings resulted: sharing one’s story, encountering barriers to full participation, and experiencing significant interactions. Students described numerous […]

Trolian, T. L., & Parker III, E. T. (2017). Moderating Influences of Student–Faculty Interactions on Students’ Graduate and Professional School Aspirations. Journal of College Student Development, 58(8), 1261-1267.

There is an inverse relationship between lifetime unemployment rates and attainment of advanced college degrees, as well as a positive relationship between levels of human capital and graduate degree attainment (Carnevale, Cheah, & Strohl, 2012). This suggests that there is a need to better understand college experiences that may promote students’ interests in pursuing graduate […]