IDEAS home Printed from https://ideas.repec.org/a/spr/reihed/v61y2020i3d10.1007_s11162-019-09564-w.html
   My bibliography  Save this article

Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention

Author

Listed:
  • Julie J. Park

    (University of Maryland
    University of Maryland)

  • Young K. Kim

    (Azusa Pacific University)

  • Cinthya Salazar

    (University of Maryland)

  • Shannon Hayes

    (University of Maryland)

Abstract

Previous studies have documented student–faculty interaction in STEM, but fewer studies have specifically studied negative forms of interaction such as discrimination from faculty. Using a sample of 562 STEM undergraduates from the National Longitudinal Survey of Freshmen, we use hierarchical generalized linear modeling to investigate various types of student–faculty interaction in Science, Technology, Engineering, and Math (STEM) and in particular, the link between discrimination from faculty and retention in STEM. While Black students interacted more frequently with faculty, they were also most likely to report experiencing racial/ethnic discrimination. Overall, female, Black, and Latinx students were more likely to leave STEM by the fourth year of college than male, White, and Asian American peers. Feeling that professors made a student feel uncomfortable due to race/ethnicity was negatively linked with STEM retention. None of the traditional forms of student–faculty interaction (i.e., non-discriminatory) predicted retention. Variation in patterns by race, gender, and income are discussed, as well as implications for research, policy, and practice.

Suggested Citation

  • Julie J. Park & Young K. Kim & Cinthya Salazar & Shannon Hayes, 2020. "Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(3), pages 330-356, May.
    • Handle: RePEc:spr:reihed:v:61:y:2020:i:3:d:10.1007_s11162-019-09564-w
    DOI: 10.1007/s11162-019-09564-w
    as

    Download full text from publisher

    File URL: http://link.springer.com/10.1007/s11162-019-09564-w
    File Function: Abstract
    Download Restriction: Access to the full text of the articles in this series is restricted.
    File URL: https://libkey.io/10.1007/s11162-019-09564-w?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Rebecca L. Sandefur & Edward O. Laumann, 1998. "A Paradigm For Social Capital," Rationality and Society, , vol. 10(4), pages 481-501, November.
    2. Joy Gaston Gayles & Frim Ampaw, 2014. "The Impact of College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter?," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(4), pages 439-468, July.
    3. Juan C. Garibay, 2018. "Beyond Traditional Measures of STEM Success: Long-Term Predictors of Social Agency and Conducting Research for Social Change," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(3), pages 349-381, May.
    4. Mitchell J. Chang & M. Kevin Eagan & Monica H. Lin & Sylvia Hurtado, 2011. "Considering the Impact of Racial Stigmas and Science Identity: Persistence among Biomedical and Behavioral Science Aspirants," The Journal of Higher Education, Taylor & Francis Journals, vol. 82(5), pages 564-596, September.
    5. Jerilee Grandy, 1998. "Persistence in Science of High-Ability Minority Students," The Journal of Higher Education, Taylor & Francis Journals, vol. 69(6), pages 589-620, November.
    6. Matthew Soldner & Heather Rowan-Kenyon & Karen Kurotsuchi Inkelas & Jason Garvey & Claire Robbins, 2012. "Supporting Students' Intentions to Persist in STEM Disciplines: The Role of Living-Learning Programs among other Social-Cognitive Factors," The Journal of Higher Education, Taylor & Francis Journals, vol. 83(3), pages 311-336, May.
    7. Melanie T. Jones & Amy E. L. Barlow & Merna Villarejo, 2010. "Importance of Undergraduate Research for Minority Persistence and Achievement in Biology," The Journal of Higher Education, Taylor & Francis Journals, vol. 81(1), pages 82-115, January.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Julie J. Park & Young K. Kim & Kristyn Lue & Roshan M. Parikh, 2022. "What’s Next? Soon-to-be STEM Graduates on Their Post-graduate Plans," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(8), pages 1343-1367, December.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Julie J. Park & Young K. Kim & Kristyn Lue & Roshan M. Parikh, 2022. "What’s Next? Soon-to-be STEM Graduates on Their Post-graduate Plans," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(8), pages 1343-1367, December.
    2. Zhong Qin & Xin Deng, 2016. "Government and family Guanxi in Chinese private firms: perceptions and preference," Review of Managerial Science, Springer, vol. 10(1), pages 35-60, January.
    3. Elena Sandoval-Lucero, 2014. "Serving the Developmental and Learning Needs of the 21st Century Diverse College Student Population: A Review of Literature," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 4(2), pages 1-47, November.
    4. Walter, Jorge & Lechner, Christoph & Kellermanns, Franz W., 2007. "Knowledge transfer between and within alliance partners: Private versus collective benefits of social capital," Journal of Business Research, Elsevier, vol. 60(7), pages 698-710, July.
    5. Richard J. White & Anne E. Green, 2011. "Opening up or Closing down Opportunities?: The Role of Social Networks and Attachment to Place in Informing Young Peoples’ Attitudes and Access to Training and Employment," Urban Studies, Urban Studies Journal Limited, vol. 48(1), pages 41-60, January.
    6. John Zilvinskis & Anthony A. Masseria & Gary R. Pike, 2017. "Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement," Research in Higher Education, Springer;Association for Institutional Research, vol. 58(8), pages 880-903, December.
    7. Anna Zamojska & Joanna Próchniak, 2017. "Measuring the Social Impact of Infrastructure Projects: The Case of Gdańsk International Fair Co," Journal of Entrepreneurship, Management and Innovation, Fundacja Upowszechniająca Wiedzę i Naukę "Cognitione", vol. 14(4), pages 25-42.
    8. Anastasia Rogova & Isabel Martinez Leal & Maggie Britton & Shine Chang & Kamisha H. Escoto & Kayce D. Solari Williams & Crystal Roberson & Lorna H. McNeill & Lorraine R. Reitzel, 2022. "Promoting Cancer Health Equity: A Qualitative Study of Mentee and Mentor Perspectives of a Training Program for Underrepresented Scholars in Cancer Health Disparities," IJERPH, MDPI, vol. 19(12), pages 1-22, June.
    9. Yanqing Ding & Wei Li & Xin Li & Yinduo Wu & Jin Yang & Xiaoyang Ye, 2021. "Heterogeneous Major Preferences for Extrinsic Incentives: The Effects of Wage Information on the Gender Gap in STEM Major Choice," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(8), pages 1113-1145, December.
    10. Dey, R. Mithu & Lim, Lucy, 2023. "Do social networks improve the chance of obtaining challenging assignments? Evidence from Black accounting professionals," Advances in accounting, Elsevier, vol. 63(C).
    11. Derrick Neufeld & Yulin Fang & Zeying Wan, 2013. "Community of Practice Behaviors and Individual Learning Outcomes," Group Decision and Negotiation, Springer, vol. 22(4), pages 617-639, July.
    12. Tiepoh, M. Geepu Nah & Reimer, Bill, 2004. "Social capital, information flows, and income creation in rural Canada: a cross-community analysis," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 33(4), pages 427-448, September.
    13. Tóth, Zsófia & Nemkova, Ekaterina & Hizsák, Gábor & Naudé, Peter, 2022. "Social capital creation on professional sharing economy platforms: The problems of rating dependency and the non-transferability of social capital," Journal of Business Research, Elsevier, vol. 144(C), pages 450-460.
    14. Pyo, Tae-Hyung & Tamrakar, Chanchal & Lee, Jae Young & Choi, Yun Seob, 2023. "Is social capital always “Capital”?: Measuring and leveraging social capital in online user communities for in-group diffusion," Journal of Business Research, Elsevier, vol. 158(C).
    15. Katelyn M Cooper & Logan E Gin & Barierane Akeeh & Carolyn E Clark & Joshua S Hunter & Travis B Roderick & Deanna B Elliott & Luis A Gutierrez & Rebecca M Mello & Leilani D Pfeiffer & Rachel A Scott &, 2019. "Factors that predict life sciences student persistence in undergraduate research experiences," PLOS ONE, Public Library of Science, vol. 14(8), pages 1-30, August.
    16. Thierry Pénard & Nicolas Poussing, 2006. "Usage de l'Internet et investissement en capital social," Recherches économiques de Louvain, De Boeck Université, vol. 72(4), pages 413-446.
    17. Masserini, Lucio & Bini, Matilde, 2021. "Does joining social media groups help to reduce students’ dropout within the first university year?," Socio-Economic Planning Sciences, Elsevier, vol. 73(C).
    18. Grant Hokit & Sam Alvey & Jennifer M. O. Geiger & Gregory D. Johnson & Marni G. Rolston & Daniel T. Kinsey & Neva Tall Bear, 2013. "Using Undergraduate Researchers to Build Vector and West Nile Virus Surveillance Capacity," IJERPH, MDPI, vol. 10(8), pages 1-11, July.
    19. Krug, Gerhard & Rebien, Martina, 2011. "Job search via social networks : An analysis of monetary and non-monetary returns for low-skilled unemployed," IAB-Discussion Paper 201123, Institut für Arbeitsmarkt- und Berufsforschung (IAB), Nürnberg [Institute for Employment Research, Nuremberg, Germany].
    20. Dawayne Whittington & Latricia E. Wallace & Cherilynn R. Shadding, 2017. "Proxies for Success: How the Application Process Correlates to PhD Pursuit for a Small Diversity Research Program," SAGE Open, , vol. 7(3), pages 21582440177, August.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:spr:reihed:v:61:y:2020:i:3:d:10.1007_s11162-019-09564-w. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.