apa division 45 foc presentation final
TRANSCRIPT
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The Case for More Faculty of Color: Educational Impacts of Racial/Ethnic Matching of Students and Faculty
2016 4th Biannual APA Division 45 Research Conference
Jasmín D. Llamas, Ph.D.Khoa Nguyen, M.A.
Santa Clara UniversityAlisia T. Tran, Ph.D.
Arizona State University
Palo Alto, CA | July 7–9, 2016Co-hosted by:Stanford University & Palo Alto University
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• Background• Brief Literature Review• Present Model• Results• Conclusions and Implications
Presentation Outline
2016 4th Biannual APA Division 45 Research Conference Palo Alto, CA | July 7–9, 2016
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Need for more faculty of color has gained national attention
Increases in student diversity over past 20 years
Yet, academic disparities remain Increasing faculty diversity may address
these disparities
Introduction
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Few researchers have studied the direct impact of faculty match on student performance.
Current Study: Faculty and Student Diversity Racial/Ethnic Climate Academic Outcomes
Current study
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Faculty-student interactions are important for academic outcomes
Some suggest students perform better with instructors of same race/ethnicity Less likely to drop a course More likely to pass
Only 22% of full-time faculty are of color Can be less than 10% in some disciplines
Limited opportunities for students of color to have a faculty of their same race/ethnicity
Faculty Match
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Student diversity is the core value for many universities
Diverse campuses has positive outcomes for all students Collaborative learning, enhanced intellectual
development and outcomes, greater college satisfaction
Lack of diversity has negative outcomes for students of color
Campus Diversity
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Campus climate impacts student retention, persistence, and academic performance
Students of color can face unique stressors Discrimination, stereotypes, racism,
microaggressions Positive climate can be an important
mediator between college experience and academic outcomes
Campus Racial/Ethnic Climate
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Proposed Model
Campus Diversity
GPA Graduation
Faculty MatchRacial/Ethnic
Climate
Professor
CampusStudent
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Proposed Model
Campus Diversity
GPA Graduation
Faculty MatchRacial/Ethnic
Climate
Professor
CampusStudent
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Methods
Participants and Procedures National Longitudinal Survey of Freshmen (5 waves) Asian (N=959), Latina/o (N=916), African American (N=1051) 60% female
Variables Campus Diversity Faculty Match Campus Climate: students, professors, campus GPA Graduation
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Results
Campus Diversity
GPA Graduation
.06*
-.09*
-.09**
.06*
.28**.05*
.83**
.15**
Faculty MatchRacial/Ethnic
Climate
Professor
CampusStudent.68**
.76**
χ2(11)=13.65, p>.05; RMSEA=.01, (CI=0-.02); SRMR=.01; CFI=.99; TLI=.99
* p<.05** p<.01
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Results
Campus Diversity
GPA Graduation
.06*
-.09*
-.09**
.06*
.28**.05*
.83**
.15**
Faculty MatchRacial/Ethnic
Climate
Professor
CampusStudent.68**
.76**
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Highlights importance of faculty and student diversity for student success
Findings support existing theories for the need of faculty diversity to improve student achievement
Diversity alone is not sufficient, climate matters Many institutions have made commitments to
increase faculty diversity Hiring practices Burnout
Conclusions
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Contact information:Jasmín Llamas, Ph.D.Assistant Professor
Santa Clara University [email protected]
2016 4th Biannual APA Division 45 Research ConferencePalo Alto, CA | July 7–9, 2016
Co-hosted by:Stanford University & Palo Alto University