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Faculty Engagement: Multicultural Students' Perceptions of Faculty Engagement in a New England Institution of Higher Education
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.
Higher Education Administration|Educational leadership|Multicultural Education|Higher education
Jorge, Patricio V, "Faculty Engagement: Multicultural Students' Perceptions of Faculty Engagement in a New England Institution of Higher Education" (2016). Dissertation & Theses Collection. AAI10100435.