"We Do Science Here": Underrepresented Students' Interactions with Faculty in Different College Contexts.
"We Do Science Here": Underrepresented Students' Interactions with Faculty in Different College Contexts.
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“我们在这里进行科学”：在不同大学背景下，代表性不足的学生与教师的互动。
DOI：
10.1111/j.1540-4560.2011.01714.x
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发表时间：
2011-09
期刊：
影响因子：
--
通讯作者：
Velasco P
中科院分区：
文献类型：
--
作者：
Hurtado S;Eagan MK;Tran MC;Newman CB;Chang MJ;Velasco P
教职员工在识别和培养下一代科学人才方面发挥着关键作用。面对推动和多样化科学劳动力的需要，我们研究了特定的机构背景是否以及如何影响学生与教师的互动。我们进行了一项混合方法研究，以了解有抱负的科学家经历中的制度背景差异。通过对来自117所高等教育机构的学生进行定性案例研究和定量纵向研究的数据进行分析，以确定有抱负的科学家如何与教师互动，并获得有助于他们实现教育目标的资源。研究结果表明，在塑造学生与教师的互动方面，不同院校之间存在着重要的结构性差异。例如，名牌大学的学生通常与教师的个人互动较少，而hbcu的黑人学生则得到更多的支持，与教师的互动也更频繁。
Faculty members play a key role in the identification and training of the next generation of scientific talent. In the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty. We conducted a mixed methods study to understand institutional contextual differences in the experiences of aspiring scientists. Data from a qualitative five-campus case study and a quantitative longitudinal study of students from over 117 higher education institutions were analyzed to determine how aspiring scientists interact with faculty and gain access to resources that will help them achieve their educational goals. Findings indicate that important structural differences exist between institutions in shaping students’ interactions with faculty. For example, students at more selective institutions typically have less frequent, less personal interactions with faculty whereas Black students at HBCUs report having more support and frequent interactions with faculty.
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影响因子：
3.6
作者：
KRAFT, CL
通讯作者：
KRAFT, CL
影响因子：
3.9
作者：
Blake-Beard, Stacy;Bayne, Melissa L.;Muller, Carol B.
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3.9
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