Student-Faculty Interaction And First-Generation Men Of Color
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Type of WorkText
DepartmentCommunity College Leadership Program
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Community college education
Men of Color
Community College Survey of Student Engagement (CCSSE)
The purpose of this quantitative study was to use Kuh’s (2001) student engagement theory to examine the relationship between the Student-Faculty Interaction benchmark on the Community College Survey of Student Engagement (CCSSE) and three dependent variables for first-generation, community college men of color. The independent variable for this study is the benchmark Student-Faculty Interaction. The dependent variables for this study were self-reported grade point average, college experiences contributing to knowledge, skills, and personal development, and the evaluation of education experience as reported on the CCSSE. The researcher used ex post facto dataset for 2014 from the CCSSE; employed a correlational research design; and used a singular quantitative research method to explore data from first generation, men of color who are community college students and their level of Student-Faculty Interaction. Descriptive and inferential statistics were employed to analyze the data and to answer the research questions. Data were analyzed using the Statistical Package for Social Sciences (SPSS) software. Recommendations for professional practice and further research are provided.