High Expectations, Strong Support: Faculty Behaviors Predicting Latina/o Community College Student Learning

• Published in: Journal of college student development Vol. 59; no. 1; pp. 55 - 70
• Main Authors: Lundberg, Carol A, Kim, Young K, Andrade, Luis M, Bahner, Daniel T
• Format: Journal Article
• Language: English
• Published: Johns Hopkins University Press 2018
• Subjects: College Faculty; Community Colleges; Ethnicity; Gender Differences; Hierarchical Linear Modeling; Hispanic American Students; Learner Engagement; Predictor Variables; Race; Statistical Analysis; Student Attitudes; Student Surveys; Teacher Expectations of Students; Teacher Student Relationship; Two Year College Students
• ISSN: 0897-5264
• DOI: 10.1353/csd.2018.0004

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.