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Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition

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  • Kevin Cokley
  • Ramya Garba
  • Keoshia Harris
  • Nolan Krueger
  • Marlon Bailey
  • Shaina Hall

Abstract

This study examined student-faculty interactions and university environment as predictors of devaluing academic success and the intention to persist among a sample of Black college students attending historically and/or predominantly White institutions (H/PWIs) and historically Black colleges and universities (HBCUs). Results indicated the hypothesized model fit the data reasonably well across schools. However, notable differences were found. The paths from respectful student-faculty interactions and university environment to devaluing academic success were significant for students attending HBCUs but not H/PWIs. Additionally, university environment was a significant mediator of devaluing academic success for HBCUs but not H/PWIs. Findings suggest that the university environment and student-faculty interactions play a more important role in the academic attitudes of Black students attending HBCUs than H/PWIs.

Suggested Citation

  • Kevin Cokley & Ramya Garba & Keoshia Harris & Nolan Krueger & Marlon Bailey & Shaina Hall, 2023. "Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition," The Journal of Higher Education, Taylor & Francis Journals, vol. 94(4), pages 444-472, June.
    • Handle: RePEc:taf:uhejxx:v:94:y:2023:i:4:p:444-472
    DOI: 10.1080/00221546.2023.2203628
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