The document summarizes a study that examined the impact of faculty-student racial/ethnic matching and campus climate on student academic outcomes. The study found that having faculty of the same race/ethnicity as students, a diverse campus, and a positive racial/ethnic climate were associated with higher GPAs and graduation rates for students of color. Specifically, faculty matching was correlated with higher GPAs, while campus diversity and climate positively predicted graduation rates. The results support theories that increasing faculty diversity can improve achievement for students from underrepresented racial/ethnic groups.
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APA Division 45 FOC Presentation Final
1. The Case for More Faculty of
Color: Educational Impacts of
Racial/Ethnic Matching of
Students and Faculty
2016 4th Biannual APA Division 45 Research Conference
Jasmín D. Llamas, Ph.D.
Khoa Nguyen, M.A.
Santa Clara University
Alisia T. Tran, Ph.D.
Arizona State University
Palo Alto, CA | July 7–9, 2016
Co-hosted by:
Stanford University & Palo Alto University
2. • Background
• Brief Literature Review
• Present Model
• Results
• Conclusions and Implications
Presentation Outline
2016 4th Biannual APA Division 45 Research Conference Palo Alto, CA | July 7–9, 2016
3. Need for more faculty of color has gained national
attention
Increases in student diversity over past 20 years
Yet, academic disparities remain
Increasing faculty diversity may address these
disparities
Introduction
4. Few researchers have studied the direct impact of
faculty match on student performance.
Current Study:
Faculty and Student Diversity
Racial/Ethnic Climate
Academic Outcomes
Current study
5. Faculty-student interactions are important for academic
outcomes
Some suggest students perform better with instructors
of same race/ethnicity
Less likely to drop a course
More likely to pass
Only 22% of full-time faculty are of color
Can be less than 10% in some disciplines
Limited opportunities for students of color to have a
faculty of their same race/ethnicity
Faculty Match
6. Student diversity is the core value for many universities
Diverse campuses has positive outcomes for all
students
Collaborative learning, enhanced intellectual development
and outcomes, greater college satisfaction
Lack of diversity has negative outcomes for students of
color
Campus Diversity
7. Campus climate impacts student retention,
persistence, and academic performance
Students of color can face unique stressors
Discrimination, stereotypes, racism, microaggressions
Positive climate can be an important mediator
between college experience and academic outcomes
Campus Racial/Ethnic Climate
13. Highlights importance of faculty and student diversity
for student success
Findings support existing theories for the need of
faculty diversity to improve student achievement
Diversity alone is not sufficient, climate matters
Many institutions have made commitments to
increase faculty diversity
Hiring practices
Burnout
Conclusions
14. Contact information:
Jasmín Llamas, Ph.D.
Assistant Professor
Santa Clara University
jllamas@scu.edu
2016 4th Biannual APA Division 45 Research Conference
Palo Alto, CA | July 7–9, 2016
Co-hosted by:
Stanford University & Palo Alto University
Editor's Notes
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The need for more faculty of color has gained national attention, stressing for a greater emphasis to be placed on enhancing the diversity of faculty.
One of the reasons that have fueled these call is the growth in the diversity of the student body.
According to the U.S. Department of Education 2015, enrollment of students of color have increased by 20% over the past 20 years.
Yet, academic disparities remain with racial/ethnic minority students continue to have lower rates of academic success, particularly the graduation rate of students of color stays relatively stagnant.
Some suggest that the lack of faculty diversity may play a role in this achievement gap, and that increasing faculty diversity may address these disparities.
That being said, our study aims test a longitudinal model to determine how campus faculty match, or having a professor of the same race/ethnicity, and campus diversity impact GPA and graduation rates for students of color.
Student-faculty interactions have long been been identified as an important factor in understanding academic outcomes for students as it has been linked to GPA, persistence, and retention.
Research suggests that students of color are less likely to drop a course and more likely to pass a course when having faculty instructor of their same race/ethnicity. (Faculty members of color who serve as role models can help increase the retention of students of color.)
According to the U.S. Department of Education, in 2014, only about 22% of all full-time faculty at U.S post-secondary institutions are Black, Latino, Asian/Pacific Islander or Native Americans, although this number can be less than 10% within some disciplines.
In contrast, these groups comprise over 40% of all undergraduate students.
As a result, there are limited opportunities for students of color to have a faculty of their same race/ethnicity
Diversity within higher education has become a focal issue within the academy, with diversity often stated as a core institutional value of many colleges and universities.
Research shows that a diverse student population enhances the education of students on campus and has been associated with a range of positive student outcomes for all students: Collaborative learning, enhanced intellectual development and outcomes, greater college satisfaction to name a few
In contrast, students of color attending campuses that lack diversity report discomfort within the college environment, which has negative implications for student persistence. Students of color at Predominantly White Institutions (PWIs) face multiple stressors related to the racial climate, racism, and discrimination such as stress resulting from an unwelcoming campus environment and from being perceived as lacking academic preparedness by faculty and peers
Research shows that campus racial climate can directly impact student retention rates, and students of color who experience a highly negative campus racial climate are more likely to leave college prematurely. Additionally, experiences of harassment can interfere with learning and academic performance for students of color
While entering college can be an adjustment for many students, students of color often face additional, unique challenges and stressors when entering the university. These include acculturative stress and stressors ranging from racial microaggressions, discrimination, racial tension from faculty and peers to stereotypes that they have no academic issues (e.g., model minority myth, invisibility of first generation college student status)
Past literature also show that student satisfaction with the campus racial/ethnic climate can be an important mediator between college experiences and other key outcomes such as persistence and graduation.
most research has centered on examining student-related factors (e.g., student motivation, personality traits, social involvement/belonging, social support) to improve educational disparities
Tinto’s model, institutional experiences include academic and social systems, with faculty interactions and relationships included within the academic system. Additionally, experiences of prejudice and discrimination can impact a student’s ability to integrate into his/her social and academic environment.
most research has centered on examining student-related factors (e.g., student motivation, personality traits, social involvement/belonging, social support) to improve educational disparities
Tinto’s model, institutional experiences include academic and social systems, with faculty interactions and relationships included within the academic system. Additionally, experiences of prejudice and discrimination can impact a student’s ability to integrate into his/her social and academic environment.
NLSF- Followed students across 28 universities across 5 waves
Participants: Data of 2926 students of color from a cohort of freshmen entering 28 colleges and universities in the fall of 1999, with roughly equal numbers across ethnic groups: Asian (N= 959), Latino (N= 916), and African American (N= 1051) was used. Data was collected from the National Longitudinal Survey of Freshmen (NLSF). Females represented 60% of the sample (40% male). 41% had faculty match, 66% graduated in 4 years (natl avg 59%)
Procedures: Data was collected in five waves. The baseline survey (wave 1) was followed with four subsequent waves each spring through the spring of 2003. Graduation data was gathered in the spring of 2004 from the offices of the registrar from the participating schools.
Measures:
Campus Diversity. Campus diversity is represented by the percent (out of 100) of non-white undergraduate students present at the college or university for the 2001-2002 school year.
Faculty Match. This dichotomous variable was created based on self-reported race/ethnicity and responses to items in wave 3 (sophomore year) examining how many courses in the academic year they had taken from African American, Asian, Latina/o, and White professors. Students who had taken at least one course in the academic year from a faculty of their same self-reported race/ethnicity were coded as 1 and those who had not were coded as 0.
Campus Racial/Ethnic Climate: In wave 3, students rated their perceptions of prejudice on campus. Three items were used to create a latent variable to measure campus racial/ethnic climate. These items asked students to assess how frequently they felt uncomfortable or self-conscious because if their race/ethnicity by fellow students, professors, and generally when walking around campus. Ratings were self-report on a 5-point likert-type scale from never to very often.
Grade Point Average (GPA). In wave 5 (senior year), students provided their cumulative grade point average.
Graduation. Graduation data was drawn from the offices of the registrar from the colleges and universities participating in the NLSF and the National Student Clearinghouse. Based on these data sources, a dichotomous variable was created identifying if students graduated from college within 4 years.
Racial/ethnic climate mediator for faculty match not student diversity
Results
Result demonstrates that Racial/Ethnic Climate by students, faculty, and the campus as a whole negatively correlated GPA. A negative relationship was also found between graduation and Racial/Ethnic Climate by students, faculty, and the campus as a whole. Greater problems in the racial/ethnic climate were related to lower GPA and graduation rates. Campus Diversity and Faculty Match positively predicted GPA. Greater campus diversity and having a Faculty Match was associated with higher GPA. GPA positively predicted graduation, indicating that a higher GPA was associated with a greater likelihood of graduating within 4 years.
Racial/ethnic climate mediator for faculty match not student diversity
Results
Result demonstrates that Racial/Ethnic Climate by students, faculty, and the campus as a whole negatively correlated GPA. A negative relationship was also found between graduation and Racial/Ethnic Climate by students, faculty, and the campus as a whole. Greater problems in the racial/ethnic climate were related to lower GPA and graduation rates. Campus Diversity and Faculty Match positively predicted GPA. Greater campus diversity and having a Faculty Match was associated with higher GPA. GPA positively predicted graduation, indicating that a higher GPA was associated with a greater likelihood of graduating within 4 years.
The longitudinal model used in this study retains the benefits of being able to track change over time, allowing for the assessment of long-term outcomes, such as graduation. However, this design does have the inherent flaw that data was were collected over a decade ago, suggesting that there may be new patterns or changes.
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