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THE MODERATING EFFECTS OF
RACIAL IDENTITY AND CULUTRAL MISTRUST
ON THE RELATIONSHIP BETWEEN STUDENT-FACULTY INTERACTION AND PERSISTENCE FOR BLACK COMMUNITY COLLEGE STUDENTS
by
Hannah Alford
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2012
Copyright 2012 Hannah Alford
Object Description
| Title | The moderating effects of racial identity and cultural mistrust on the relationship between student-faculty interaction and persistence for Black community college students |
| Author | Alford, Hannah S. |
| Author email | hannahsunoh@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-05-03 |
| Date submitted | 2012-10-08 |
| Date approved | 2012-10-08 |
| Restricted until | 2012-10-08 |
| Date published | 2012-10-08 |
| Advisor (committee chair) | Tobey, Patricia |
| Advisor (committee member) |
Rueda, Robert Raveling, Delores |
| Abstract | Serving nearly 12 million students annually, American public community colleges provide access to higher education for a large and diverse population, including those who would otherwise not have access to postsecondary education (American Association of Community Colleges, 2011; Cohen & Brawer, 2008). However, national data reveal that community college students persist and graduate at low rates (Pascarella & Terenzini, 2005). Fortunately, decades of research have documented the positive impact of one intervention, student-faculty interaction, on educational outcomes for four-year students (Endo & Harpel, 1982; Kuh & Hu, 2001; Lamport, 1993; Lundberg & Schreiner, 2004; Pascarella, 1980; Pascarella & Terenzini, 2005). ❧ The current quantitative study examined the relationship between frequency of student-faculty interaction, student ethnicity/race, and persistence for a community college population. In addition, the study investigated the role of racial identity and cultural mistrust in the relationship between student-faculty interaction and persistence for African American students. ❧ The results of a hierarchical logistic regression found that frequency of student-faculty interaction positively predicts fall-to-spring persistence among first-time freshmen students (n = 371). The study found that, even while controlling for students’ pre-college characteristics, increasing one point on the student-faculty interaction scale increased odds of persisting by over 9%. An ANOVA analysis revealed that frequency of student-faculty contact differed significantly by student ethnicity/race, F (4, 398) = 3.196, p = .013. Specifically, African American (n = 40, M = 8.05, SD = 5.09) and Hispanic (n = 140, M = 7.41, SD = 5.14) students reported having more contact with faculty outside of the classroom when compared with Multi-ethnic (n = 40, M = 5.73, SD = 3.78) and White (n = 114, M = 5.84, SD = 4.32) students, p < .05. The regression model used to test the role of racial identity and cultural mistrust in the link between student-faculty interaction and persistence for African American students revealed insignificant results. The small sample size (n = 38) and low variability in the outcome variable for African American students may have created problems for the models. ❧ The limitations of the study and the implications of the study findings are discussed. |
| Keyword | student-faculty interaction; racial identity; cultural mistrust; persistence; community college; African American/Black students |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Alford, Hannah S. |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-AlfordHann-1232.pdf |
Description
| Title | Page 1 |
| Full text | THE MODERATING EFFECTS OF RACIAL IDENTITY AND CULUTRAL MISTRUST ON THE RELATIONSHIP BETWEEN STUDENT-FACULTY INTERACTION AND PERSISTENCE FOR BLACK COMMUNITY COLLEGE STUDENTS by Hannah Alford A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2012 Copyright 2012 Hannah Alford |
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