Centering Faculty in Student-Faculty Interaction: Work Environment Facilitating More Interactions and Its Difference by Gender and Race

Abstract

This study offers insights into how faculty members’ integral role in facilitating frequent interactions with students is affected by faculty characteristics, work experiences, and institutional environments. Faculty interactions with students are key to college student learning, development, and academic achievement. Utilizing data from the Faculty Survey of Student Engagement, the authors found significant differences in the level of interaction by gender and race and in the effects of faculty experiences and perceptions of the campus environment on the frequency of faculty interaction with students. Additionally, the magnitude of the effects of faculty experiences and perceptions of the campus environment varied by faculty gender and race. By understanding predictors that facilitate higher levels of faculty interaction with students, the authors discuss implications for creating campus environments that value faculty efforts to help students succeed.