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Faculty Engagement: Multicultural Students' Perceptions of Faculty Engagement in a New England Institution of Higher Education

Patricio V Jorge, Johnson & Wales University

Abstract

According to Snyder and Dillow (2012), an educational system is characterized by several transitions (elementary, secondary, and postsecondary education). These points mark the progression of a student’s academic journey. Data have shown that multicultural students tend to quit college in their first year (Davies, Bowser, & Brown, 2012). Furthermore, statistics indicate that fewer than 50 percent of students in secondary education proceed to college, and of this 50 percent, fewer than 20 percent earn a degree (Davies, 2006). ^ This correlational study examined relationships between 418 undergraduate multicultural students’ perceptions of Faculty Engagement, Faculty Motivating Them Toward Success, and Classroom Dynamics at a 2-year institution of higher education in New England. The following research questions guided the research: 1) Is there a relationship between students’ perceptions of Faculty Engagement and their perceptions of Faculty Motivating Them toward Success; 2) Is there a relationship between students’ perceptions of Faculty Motivating Them Toward Success and their perceptions of Classroom Dynamics; 3) To what extent and in what manner do students’ perceptions of Faculty Engagement and Classroom Dynamics explain variation in their perceptions of Faculty Motivating Them Toward Success ; and 4) Are there gender differences regarding students’ perceptions of Classroom Dynamics, Faculty Engagement, and Faculty Motivating Students Toward Success. ^ The data were gathered using a self-report survey responded to on 5-point frequency and satisfaction scales (Lester & Bishop, 2000). ^ The highest ratings were obtained for perceptions of Faculty Motivating Students Towards Success (M=4.17). The lowest ratings were found for perceptions of Faculty Engagement (M=2.92) and Classroom Dynamics (M=2.68). Perceptions of Faculty Engagement were significantly correlated with perceptions of Faculty Motivating Them Toward Success (r=32, r2=.10, p<.001, medium effect size). Faculty Engagement and Classroom Dynamics explained 12% (R2) of the variation in students’ perceptions of Faculty Motivating Them Toward Success. ^ The findings suggest that students’ satisfaction with faculty engagement and the support they get from the faculty to improve self-efficacy levels can be key factors in predicting the success of students both academically and professionally. ^ Educational leaders can use the results of this study for faculty professional development targeting multicultural students’ success in college. ^

Subject Area

Higher education administration|Educational leadership|Multicultural Education|Higher education

Recommended Citation

Jorge, Patricio V, "Faculty Engagement: Multicultural Students' Perceptions of Faculty Engagement in a New England Institution of Higher Education" (2016). Dissertation & Theses Collection. AAI10100435.
http://scholarsarchive.jwu.edu/dissertations/AAI10100435