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A Social Exchange Perspective on outside of Class Interactions between Underrepresented Students and Faculty

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Bibliographic Details
Title: A Social Exchange Perspective on outside of Class Interactions between Underrepresented Students and Faculty
Language: English
Authors: Johnson, David R., Scheitle, Christopher P., Juvera, Ashley, Miller, Robert, Rivera, Vincent
Source: Innovative Higher Education. Dec 2020 45(6):489-507.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, College Faculty, Teacher Student Relationship, Disproportionate Representation, Social Exchange Theory, Public Colleges, Identification
DOI: 10.1007/s10755-020-09518-6
ISSN: 0742-5627
Abstract: Existing explanations of faculty-student interactions emphasize social-organizational characteristics of higher education to the exclusion of social-psychological dimensions of the interactions themselves. Yet, student perceptions are essential cognitive elements that influence frequency of, and growth from, informal interaction with faculty. Drawing on a survey of students at a large public university, this paper expands theoretical understanding of faculty-student interactions by considering how social exchange theory helps explain frequency of, and growth from, informal interactions--and how such patterns vary by social identity.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1276297
Database: ERIC
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Abstract:Existing explanations of faculty-student interactions emphasize social-organizational characteristics of higher education to the exclusion of social-psychological dimensions of the interactions themselves. Yet, student perceptions are essential cognitive elements that influence frequency of, and growth from, informal interaction with faculty. Drawing on a survey of students at a large public university, this paper expands theoretical understanding of faculty-student interactions by considering how social exchange theory helps explain frequency of, and growth from, informal interactions--and how such patterns vary by social identity.
ISSN:0742-5627
DOI:10.1007/s10755-020-09518-6