Abstract
This chapter offers a comprehensive overview of the scholarship on student-faculty interaction, highlighting the experiences of diverse students within these relationships and how the frequency, quality, and outcomes of student-faculty interactions vary based on the social identities of those interacting. The review is organized into four sections. The first section focuses on the ways in which student-faculty interaction has been studied and defined in previous scholarship, noting ways these relationships are distinctive for people of color. Second, we review theoretical perspectives useful in understanding the motivation and outcomes of student-faculty relationships. The third section reviews literature documenting the experiences and outcomes of undergraduate students, graduate students, and faculty. The final section identifies areas for future study, highlighting the implications of extant work in the field.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Adams, H. G. (1992). Mentoring: An essential factor in the doctoral process for minority students (Report No. HE‐026–497) Notre Dame, IN: National Consortium for Graduate degrees. (ERIC Document Reproduction Service No. ED 358 769)
Aguirre, A., Jr. (2000). In A. Kezar (Ed.), Women and minority faculty in the academic workplace: Recruitment, retention, and academic culture. Washington, DC: ASHE-ERIC Higher Education Report.
Allen, T. D., Lentz, E., & Day, R. (2006). Career success outcomes associated with mentoring others: A comparison of mentors and nonmentors. Journal of Career Development, 32(3), 272–285.
Allen, T. D., Poteet, M. L., & Burroughs, S. M. (1997). The mentor’s perspective: A qualitative inquiry and future research agenda. Journal of Vocational Behavior, 51, 70–89.
Allen, W. R. (1992). The color of success: African American college student outcomes at predominantly White and historically Black public colleges and universities. Harvard Educational Review, 62(1), 26–44.
Allen, W. R., Epps, E. G., Guillory, E. A., Suh, S. A., & Bonous-Hammarth, M. (2000). The Black academic: Faculty status among African Americans in us higher education. The Journal of Negro Education, 69, 112–127.
Allen, W. R., Epps, E. G., & Haniff, N. Z. (Eds.). (1991). College in black and white: African American students in predominantly White and in historically Black public universities. Albany, NY: State University of New York Press.
Anaya, G., & Cole, D. (2001). Latina/o student achievement: Exploring the influence of student-faculty interaction on college grades. Journal of College Student Development, 42(1), 3–14.
Antonio, A. L. (2002). Faculty of color reconsidered: Reassessing contributions to scholarship. Journal of Higher Education, 75(5), 582–602.
Antonio, A. L. (2003). Diverse student bodies, diverse faculties. Academe Retrieved December 20, 2004, from http://www.aaup.org/publications/Academe/2003/03nd/03ndanto.htm
Antony, J. S., & Taylor, E. (2004). Theories and strategies of academic career socialization: Improving paths to the professoriate for black graduate students. In D. H. Wulff & A. E. Austin (Eds.), Paths to the professoriate: Strategies for enriching the preparation of future faculty (pp. 92–114). San Francisco: Jossey-Bass.
Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago: The University of Chicago Press.
Astin, A. (1993). What matters in college?: Four critical years revisited. San Francisco: Jossey-Bass Publishers.
Astin, A. (1995). How educational excellence is defined. In Achieving educational excellence (pp. 1–23). San Francisco: Jossey-Bass.
Astin, A. (1997). Four critical years: Effects of college beliefs, attitudes, and knowledge. San Franscico: Jossey-Bass.
Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. Journal of Higher Education, 73(1), 94–122.
Austin, A. E., & McDaniels, M. (2006). Preparing the professoriate of the future: Graduate student socialization for faculty roles. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. XXI, pp. 397–456). New York: Springer.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 22, 297–308.
Ayres, O. W., & Bennett, R. W. (1983). University characteristics and student achievement. Journal of Higher Education, 54, 516–532.
Baez, B. (2000). Race-related service and faculty of color: Conceptualizing critical agency in academe. Higher Education, 39, 363–391.
Baird, L. L. (1995). Helping graduate students: A graduate adviser’s view. In A. S. Pruitt-Logan & P. D. Isaac (Eds.), Student services for the changing graduate student population (New directions for student services, 72, pp. 25–32). San Francisco: Jossey-Bass.
Baker, V., & Griffin, K. A. (2010). Beyond mentoring and advising: Toward understanding the role of faculty “developers” in student success. About Campus, 14(6), 2–8.
Bandura, A. (1969). Social–learning theory of identificatory processes. In D. A. Goslin (Ed.), Handbook of socialization theory and research (pp. 213–262). Chicago: Rand McNally & Company.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Banks, W. M. (1984). Afro-American scholars in the university. American Behavioral Scientist, 27(3), 325–338.
Barnes, B. J., & Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor’s perspective. Innovative Higher Education, 33(5), 297–315.
Barnett, E. A. (2010). Validation experiences and persistence among community college students. The Review of Higher Education, 34(2), 193–230.
Bean, J. P., & Kuh, G. D. (1984). The relationship between student-faculty interaction and undergraduate grade point average. Research in Higher Education, 21, 461–477.
Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13(1), 23–34.
Bellas, M. L., & Toutkoushian, R. K. (1999). Faculty time allocations and research productivity: Gender, race, and family effects. The Review of Higher Education, 22(4), 367–390.
Bensimon, E. M. (2007). The underestimated significance of practitioner knowledge in the scholarship on student success. The Review of Higher Education, 30(4), 441–469.
Berger, J. B., & Milem, J. F. (2000). Exploring the impact of historically Black colleges in promoting the development of undergraduates’ self concept. Journal of College Student Development, 41, 381–394.
Birnbaum, R. (1988). How colleges work: The cybernetics of academic organization and leadership. San Francisco: Jossey-Bass.
Blackburn, R. T., & Lawrence, J. H. (1995). Faculty at work: Motivation, expectation, satisfaction. Baltimore, MD: The Johns Hopkins University Press.
Blackwell, J. E. (1988). Faculty issues: The impact on minorities. The Review of Higher Education, 11(4), 417–434.
Blake-Beard, S., Bayne, M., Crosby, F., & Muller, C. (2011). Matching by race and gender in mentoring relationships: Keeping our eyes on the prize. Journal of Social Issues, 67(3), 622–643.
Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
Bollen, K. A., & Hoyle, R. (1990). Perceived cohesion: A conceptual and empirical examination. Social Forces, 69(2), 479–504.
Bonous-Hammarth, M. (2000). Pathways to success: Affirming opportunities for science, mathematics, and engineering majors. The Journal of Negro Education, 69(1–2), 92–111.
Borglum, K., & Kubala, T. (2000). Academic and social integration of community college students: A case study. Community College Journal of Research and Practice, 24, 567–576.
Bowen, H. R. (1997). Investment in learning: The individual and social value of American higher education. Baltimore, MD: Johns Hopkins University Press.
Bowman, S. R., Kite, M. E., Branscombe, N. R., & Williams, S. (1999). Developmental relationships of Black Americans in the academy. In A. J. Murrell, F. J. Crosby, & R. J. Ely (Eds.), Mentoring dilemmas: Developmental relationships within multicultural organizations (pp. 21–46). Mahwah, NJ: Lawrence Erlbaum Associates.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation.
Bragg, A. K. (1976). The socialization process in higher education. Washington, DC: American Association for Higher Education.
Braxton, J. M., & McClendon, S. A. (2001–2002). The fostering of social integration and retention through institutional practice. Journal of College Student Retention: Research, Theory & Practice, 3(1), 57–71.
Braxton, J. M., Milem, J. F., & Sullivan, A. S. (2000). The influence of active learning on the college student departure process: Towards a revision of Tinto’s theory. Journal of Higher Education, 71(5), 569–590.
Brown, L., & Robinson Kurpius, S. (1997). Psychosocial factors influencing academic persistence of American Indian college students. Journal of College Student Development, 38, 3–12.
Brown, M. C., Davis, G. L., & McClendon, S. A. (1999). Mentoring graduate students of color: Myths, models, and modes. Peabody Journal of Education, 74(2), 105–118.
Burrell, L. F. (1980). Is there a future for black students on predominantly white campuses? Integrated Education, 18, 23–27.
Butner, B., Burley, H., & Marbley, A. F. (2000). Coping with the unexpected: Black faculty at predominantly White institutions. Journal of Black Studies, 30(3), 453–462.
Cabrera, A., Nora, A., Terenzini, P., Pascarella, E. T., & Hagerdorn, L. S. (1999). Campus racial climate and the adjustment of students to college: A comparison between White students and African American students. Journal of Higher Education, 70(2), 134–160.
Cameron, S. W., & Blackburn, R. T. (1981). Sponsorship and academic career success. Journal of Higher Education, 52(4), 369–377.
Carden, A. D. (1990). Mentoring and adult career development: The evolution of a theory. The Counseling Psychologist, 18(2), 275–299.
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.
Chang, J. C. (2005). Student-faculty interaction at the community college: A focus on students of color. Research in Higher Education, 46(7), 769–802.
Chapman, D. W., & Pascarella, E. T. (1983). Predictors of academic and social integration of college students. Research in Higher Education, 19(3), 295–322.
Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469–491.
Chesler, M., & Young, A. A. (2007). Faculty members’ social identities and classroom authority. New Directions For Teaching and Learning, 111, 11–19.
Chickering, A. (1969). Education and identity. San Francisco: Jossey-Bass.
Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass.
Cokley, K. (2000). Perceived Faculty Encouragement and Its Influence on College Students. Journal of College Student Development, 41(3), 348–52.
Cokley, K. (2002). The impact of college racial composition on African American students’ academic self-concept: A replication and extension. The Journal of Negro Education, 71, 288–296.
Colbeck, C. L., Cabrera, A. F., & Terenzini, P. T. (2001). Learning professional confidence: Linking teaching practices, students’ self–perceptions, and gender. The Review of Higher Education, 24(2), 173–191.
Cole, D. G. (1999). Student–faculty interactions of African American and White college students at predominantly White institutions. Unpublished doctoral dissertation, Indiana University, Bloomington, IL.
Cole, D. G., Sugioka, H. L., & Yamagata-Lynch, L. C. (1999). Supportive classroom environments for creativity in higher education. The Journal of Creative Behavior, 33(4), 277–293.
Cole, D. G. (2004, November). Minority students’ faculty contact and the impact on their GPA. Paper presented at the annual meeting of the Association for the Study of Higher Education, Kansas City, MO.
Cole, D. G. (2007). Do interracial interactions Matter? An examination of student–faculty contact and intellectual self–concept. Journal of Higher Education, 78(3), 249–281.
Cole, D. G. (2008). Constructive criticism: The role of student–faculty interactions on African American and Hispanic students’ educational gains. Journal of College Student Development, 49(6), 587–605.
Cole, D. G. (2010a). The role of faculty contact on minority students’ educational gains. Journal of the Professoriate, 3(2), 1–16.
Cole, D. G. (2010b). The effects of student–faculty interactions on minority students’ college grades: Differences between aggregated and disaggregated data. Journal of the Professoriate, 3(2), 137–160.
Cole, D. G., Bennett, C., & Thompson, J. (2003). Teacher education in a collaborative multicultural classroom: Implications for critical-mass-minority and all-minority classes at a predominantly White University. Journal of Classroom Interaction, 38(1), 17–28.
Cole, D. (2011). Debunking anti-intellectualism: An examination of African American students’ intellectual self-concept. The Review of Higher Education, 34(2), 259–282.
Cole, D., & DeAngelo, L. (Ed.). (2010). Students of color and their interactions with faculty. Journal of the Professoriate. http://jotp.icbche.org/
Cole, D., & Espinoza, A. (2008). Improving the academic performance of Latinos in STEM majors. Journal of College Student Development, 49(4), 285–300.
Cole, D., & Jackson, J. (2005). Racial integration in higher education and students’ educational satisfaction 50 years beyond Brown. In C. Edley Jr. & D. N. Byrne (Eds.), Brown v. Board of Education: Its impact on public education (pp. 1954–2004). New York: Thurgood Marshall Scholarship Fund.
Coleman, J. S. (1988). Social capital in the creation of human capital. The American Journal of Sociology, 94(Supplement), S95–S120.
Cotton, S. R., & Wilson, B. (2006). Student-faculty interactions: Dynamics and determinants. Higher Education, 51, 487–519.
Cox, B. E., & Orehovec, E. (2007). Faculty-student interaction outside the classroom: A typology from a residential college. The Review of Higher Education, 30(4), 343–362.
Cox, M. I., Terenzini, R., & Quaye. (2010). Pedagogical signals of faculty approachability: Factors shaping faculty–student interaction outside the classroom. Research in Higher Education, 51(8), 767–788.
Creamer, E. G. (1998). Assessing faculty publication productivity: Issues of equity (ASHE–ERIC higher education report, Vol. 26). Washington, DC: The George Washington University, Graduate School of Education and Human Development.
Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research In Higher Education, 50(6), 525–545. doi:10.1007/s11162-009-9130-2.
D’Abate, C., Eddy, E. R., & Tannenbaum, S. I. (2003). What’s in a name? A literature–based approach to understanding mentoring, coaching, and other constructs that describe developmental interactions. Human Resource Development Review, 2(4), 360–384.
Daniel, C. (2007). Outsiders-within: Critical race theory, graduate education and barriers to professionalization. J. Soc. & Soc. Welfare, 34 (1), 25–42.
Darden, J. T., Kamel, S. M., & Jacobs, A. J. (1998). Black faculty in predominantly White U.S. Institutions of higher education: The influence of Black student enrollment. Equity and Excellence in Education, 31(2), 6–18.
Davis, R. B. (1991). Social support networks and undergraduate student academic–success related outcomes: A comparison of Black students on Black and White campuses. In W. R. Allen, E. G. Epps, & N. Z. Haniff (Eds.), College in Black and White: African American students in predominantly White and in historically Black public universities (pp. 147–153). Albany, NY: State University Press of New York Press.
Davis, J. E. (1994). College in Black and White: Campus environment and academic achievement of African American males. The Journal of Negro Education, 63, 620–633.
Dayton, B., Gonzalez–Vasquez, N., Martinez, C. R., & Plum, C. (2004). Hispanic-serving institutions through the eyes of students and administrators. In A. M. Ortiz (Ed.), Addressing the unique needs of Latino American students. New directions for student services (Vol. 105, pp. 29–40). San Francisco: Jossey Bass.
Dixon-Reeves, R. (2003). Mentoring as a precursor to incorporation: An assessment of the mentoring experience of recently minted Ph.D.s. Journal of Black Studies, 34(1), 12–27.
Dugan, J. P., & Komives, S. R. (2010). Influences on college students’ capacities for socially responsible leadership. Journal of College Student Development, 51(5), 525–549. doi:10.1353/csd.2010.0009.
Eagan, M. K., Sharkness, J., Hurtado, S., Mosqueda, C. M., & Chang, M. J. (2011). Engaging undergraduate in science research: Not just about faculty willingness. Research In Higher Education, 52(2), 151–177.
Eby, L., & Allen, T. D. (2002). Further investigation of protégés’ negative mentoring experiences. Group and Organization Management, 27(4), 456–479.
Eby, L., Butts, M., Lockwood, A., & Simon, S. A. (2004). Protégés’ negative mentoring experiences: Construct development and nomological validation. Personnel Psychology, 57, 411–447.
Eby, L. E., McManus, S. E., Simon, S. A., & Russell, J. E. A. (2000). The Protégé’s perspective regarding negative mentoring experiences: The development of a taxonomy. Journal of Vocational Behavior, 57, 1–21.
Eddy, E. (1959). The college influence on student character. Washington, DC: American Council for Education.
Einarson, M. K., & Clarkberg, M. E. (2004). Understanding faculty out-of-class interaction with undergraduate students at a research university. Paper presented at the Association for the Study of Higher Education, Kansas City, MO.
Emerson, R. M. (1981). Social exchange theory. In M. Rosenberg & R. H. Turner (Eds.), Social psychology: Sociological perspectives (pp. 30–65). New York: Basic Books, Inc.
Endo, J., & Harpel, R. (1982). The effect of student-faculty interaction on students’ educational outcomes. Research in Higher Education, 16(2), 115–138.
Endo, J., & Harpel, R. (1983). Student-faculty interaction and its effect on freshman year outcomes at a major state university. Paper presented at the meeting of the Association for Institutional research, Toronto, ON.
Ensher, E. A., & Murphy, S. E. (2005). Power mentoring: How successful mentors and protégés get the most out of the relationships. San Francisco: Jossey-Bass.
Ensher, E. A., Thomas, C., & Murphy, S. E. (2001). Comparison of traditional, step-ahead, and peer mentoring on protégés’ support, satisfaction, and perceptions of career success: A social exchange perspective. Journal of Business and Psychology, 15, 419–438.
Erekson, O. (1992). Joint determination of college student achievement and effort: Implications for college teaching. Research in Higher Education, 33(4), 433–446.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
Fleming, J. (1984). Blacks in college. San Francisco: Jossey-Bass.
Freeman, K. (1999). No services needed? The case for mentoring high-achieving African American students. Peabody Journal of Education, 74(2), 15–26.
Fries-Britt, S. L., & Turner, B. (2001). Facing stereotypes: A case study of Black students on a White campus. Journal of College Student Development, 42(5), 420–429.
Frost, S. H. (1991). Fostering the critical thinking of college women through academic advising and faculty contact. Journal of College Student Development, 32, 359–366.
Gamson, Z. (1967). Utilization and normative orientations toward education. Sociology of Education, 39, 46–73.
Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses? Research in Higher Education, 53(2), 229–261.
Gasman, M., Hirschfield, A., & Vultaggio, J. (2008). “Difficult yet rewarding”: The experiences of African American graduate students. Journal of Diversity in Higher Education, 1(2), 126–138.
Gibb, S. (1999). The usefulness of theory: A case study in evaluating formal mentoring schemes. Human Relations, 52(8), 1055–1075.
Gloria, A. M. (1997). Chicana academic persistence: Creating a university-based community. Education and Urban Society, 30(1), 107–121.
Golde, C. M., & Pribbenow, D. A. (2000). Understanding faculty involvement in residential learning communities. Journal of College Student Development, 41(1), 27–40.
Greene, T., Marti, C., & McClenney, K. (2008). The effort-outcome gap: Differences for African American and Hispanic community college students in student engagement and academic achievement. Journal of Higher Education, 79(5), 513–539.
Gregory, S. T. (2001). Black faculty women in the academy: History, status, and future. The Journal of Negro Education, 70(3), 124–138.
Griffin, K. A. (2008). Can reaching back push you forward?: A mixed methods exploration of Black faculty and their developmental relationships with students. Doctoral dissertation. University of California, Los Angeles, Los Angeles, CA.
Griffin, K. A. (2012a). Black professors managing mentorship: Implications of applying social exchange frameworks to analyses of student interactions and their influence on scholarly productivity. Teachers College Record, 114, 1–37.
Griffin, K. A. (2012b). Learning to mentor: A mixed methods study of the nature and influence of Black professors’ socialization into their roles as mentors. Journal of the Professoriate, 6(2), 1–31.
Griffin, K. A. (in press). Voices of the “Othermothers”: Reconsidering Black professors’ relationships with Black students as a form of social exchange. The Journal of Negro Education.
Griffin, K. A., & Reddick, R. J. (2011). Surveillance and sacrifice: Gender differences in the mentoring and advising patterns of Black professors. American Educational Research Journal, 48(5), 1032–1057.
Guiffrida, D. (2006). Toward a cultural advancement of Tinto’s theory. The Review of Higher Education, 29(4), 451–472.
Gurin, P., & Katz, D. (1966). Motivation and aspiration in the Negro college (Office of Education, U.S. Department of Health Education and Welfare Project Number 5-0787.) Ann Arbor, MI: University of Michigan Survey Research Center, Institute for Social Research.
Harley, D. A. (2008). Maids of Academe: African American Women Faculty at Predominantly White Institutions. Journal of African American Studies, 12(1), 19–36.
Harlow, R. (2003). ‘Race doesn’t matter, but….’: The effect of race on professors’ experiences and emotion management in the undergraduate college classroom. Social Psychology Quarterly, 66(4), 348–363.
Hausmann, L. R., Schofield, J. E., & Woods, R. L. (2007). Sense of belonging as a predictor of intentions to persist among African American and White first–year college students. Research in Higher Education, 48(7), 803–839.
Hearn, J. C. (1997). Research on higher education in a mass and diversified system: The case of the United States. In J. Sadlak & P. G. Altbach (Eds.), Higher education research at the turn of the century: Structures, issues, and trends (pp. 271–319). New York: UNESCO and Garland Publishing.
Hendricks, A. D., & Caplow, J. A. (1998, November). African American faculty perceptions of the academic culture and their professional socialization. Paper presented at the Association for the Study of Higher Education Annual Meeting, Miami, FL.
Hernandez, J. C. (2000). Understanding the retention of Latino college students. Journal of College Student Development, 41, 575–588.
Hezlett, S. A., & Gibson, S. K. (2007). Linking mentoring and social capital: Implications for career and organization development. Advances in Developing Human Resources, 9(3), 384–412.
Hill, R. D., Castillo, L. G., Ngu, L. Q., & Pepion, K. (1999). Mentoring ethnic minority students for careers in academia: The WICHE doctoral scholars program. The Counseling Psychologist, 27(6), 827–845.
Hirshfield, L. E., & Joseph, T. D. (2012). ‘We need a woman, we need a black woman’: gender, race, and identity taxation in the academy. Gender and Education, 24(2), 213–227.
Hispanic Association of Colleges and Universities (HACU) (2012). Fact Sheet: Hispanic Higher Education and HSIs. http://www.hacu.net/hacu/hsi_fact_sheet.asp.
Hoffman, M., Richmond, J., Morrow, J., & Salomone, K. (2002). Investigating sense of belonging in first year college students. Journal of College Student Retention, 4(3), 227–256.
Homans, G. C. (1958). Social behavior as exchange. The American Journal of Sociology, 63(6), 597–606.
Hurtado, S. (1994). The institutional climate for talented Latino students. Research in Higher Education, 35(1), 539–569.
Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. L. (2009). Diversifying science: Underrepresented minority experiences in structured research programs. Research in Higher Education, 50(2), 189–214. doi:10.1007/s11162-008-9114-7.
Hurtado, S., & Carter, D. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70, 324–345.
Hurtado, S., Eagan, M. K., Cabrera, N. L., Lin, M. H., Park, J., & Lopez, M. (2008). Training future scientists: Predicting first-year minority participation in health science research. Research in Higher Education, 49(2), 126–152.
Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P. (2011). “We do science here”: Underrepresented students’ interactions with faculty in different college contexts. Journal of Social Issues, 67(3), 553–579.
Hurtado, S., Han, J. C., Saenz, V. B., Espinosa, L. L., Cabrera, N. L., & Cerna, O. S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college. Research in Higher Education, 48(7), 841–887.
Hurtado, S., Milem, J., Clayton-Pedersen, A., & Allen, W. R. (1999). In A. Kezar (Ed.), Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. Washington, DC: ASHE–ERIC Higher Education Report.
Hurtado, S., & Ponjuan, L. (2005). Latino educational outcomes and the campus climate. Journal of Hispanic Higher Education, 4(3), 235–251.
Jackson, A., Smith, S., & Hill, C. (2003). Academic persistence among Native American college students. Journal of College Student Development, 44(4), 548–565.
Jacob, P. (1957). Changing values in college: An exploratory study of the impact of college teaching. New York: Harper.
Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505–532.
Johnson, B. J. (2007). On being a mentor: A guide for higher education faculty. New York: Psychology Press/Taylor & Francis.
Johnson, B. J., & Harvey, W. B. (2002). The socialization of Black college faculty: Implications for policy and practice. The Review of Higher Education, 25(3), 297–314.
Johnson, B. J., Rose, G., & Schlosser, L. Z. (2007). Student–faculty mentoring: Theoretical and methodological issues. In T. D. Allen & L. T. Eby (Eds.), The Blackwell handbook of mentoring: A multiple perspectives approach (pp. 49–69). Malden, MA: Wiley–Blackwell.
Johnson-Bailey, J., Valentine, T., Cervero, R. M., & Bowles, T. A. (2009). Rooted in the soil: The social experiences of Black graduate students at a southern research university. Journal of Higher Education, 80(2), 178–203.
Joseph, T. D., & Hirschfield, L. E. (2010). “Why don’t you get somebody new to do it?” Race and cultural taxation in the academy. Ethnic and Racial Studies, 1–21. Retrieved from doi:10.1080/01419870.2010.496489
Kanter, R. (1977). Men and women of the corporation. New York: Basic Books.
Karunanayake, D., & Nauta, M. M. (2004). The relationship between race and students’ indentified career role models and perceived role model influence. The Career Development Quarterly, 52(3), 225–234.
Kelly, S., & Schweitzer, J. H. (1999). Mentoring within a graduate school setting. College Student Journal, 33, 130–148.
Keohane, N. O. (Ed.). (2001). The liberal arts and the role of elite higher education. Baltimore, MD: Johns Hopkins University Press.
Kezar, A., & Moriarty, D. (2000). Expanding our understanding of student leadership development: A study exploring gender and ethnic identity. Journal of College Student Development, 41, 55–69.
Kim, M. M. (2004). The experience of African-American students in historically black institutions. The NEA Higher Education Journal: Thought and Action, XX(1), 107–124.
Kim, Y. K. (2010). Racially different patterns of student-faculty interaction in college: A focus on levels, effects, and causal directions. The Journal of the Professoriate, 3(2), 160–189.
Kim, Y., Chang, M., & Park, J. (2009). Engaging with faculty: Examining rates, predictors, and educational effects for Asian American undergraduates. Journal of Diversity in Higher Education, 2(4), 206–218.
Kim, M. K., & Conrad, C. (2006). The impact of historically Black colleges and universities on the academic success of African-American students. Research in Higher Education, 47(4), 399–427.
Kim, Y. K., & Sax, L. J. (2009). Student-faculty interactions in research universities: differences by student gender, race, social class, and first-generation status. Research in Higher Education, 50, 437–459.
Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning, 93, 5–17.
Kirk, D., & Todd-Mancillas, W. R. (1991). Turning points in graduate school socialization: Implications for recruiting future faculty. The Review of Higher Education, 14, 407–422.
Kraft, C. L. (1991). What makes a successful black student on a predominantly White campus. American Educational Research Journal, 28(2), 423–443.
Kram, K. E. (1988). Mentoring at work: Developmental relationships in organizational life. New York: University Press of America.
Kuh, G. D., & Hu, S. (2001). The effects of student-faculty interaction in the 1990s. The Review of Higher Education, 24, 309–332.
Kuh, G. D., & Love, P. G. (2000). A cultural perspective on student departure. In J. Braxton (Ed.), Reworking the student departure puzzle (pp. 196–212). Nashville, TN: Vanderbilt University Press.
Kuh, G. D., Schuh, J., Whitt, E., & Associates. (1991). Involving colleges: Successful approaches to fostering student learning and development outside the classroom. San Francisco: Jossey-Bass.
Kuh, G. D., Vesper, N., Connolly, M. R., & Pace, C. R. (1997). College student experiences questionnaire: Revised norms for the (3rd ed.). Bloomington, IN: Center for Postsecondary Research and Planning, Indiana University.
Laband, D. N., & Lentz, E. (1995). Workplace mentoring in the legal profession. Southern Economic Journal, 61, 783–802.
Lacy, W. (1978). Interpersonal relationships as mediators of structural effects: College student socialization in a traditional and an experimental university environment. Sociology of Education, 51, 201–211.
Laden, B. V., & Hagedorn, L. S. (2000). Job satisfaction among faculty of color in academe: Individual survivors or institutional transformers? New Directions for Institutional Research, 105, 57–66.
Lee, W. Y. (1999). Striving toward effective retention: The effect of race on mentoring African American students. Peabody Journal of Education, 74, 27–43.
Leslie, L. L., McClure, G. T., & Oaxaca, R. L. (1998). Women and minorities in science and engineering: A life sequence analysis. Journal of Higher Education, 69(3), 239–276.
Lindholm, J. A., Szelenyi, K., Hurtado, S., & Korn, W. S. (2005). The American college teacher: National norms for the 2004–2005 HERI faculty survey. Los Angeles, CA: Higher Education Research Institute, UCLA.
Locks, L. M., Hurtado, S., Bowman, N. A., & Oseguera, L. (2007). Extending notions of campus climate and diversity to students’ transition to college. The Review of Higher Education, 31(3), 257–285.
Loo, C. M., & Rollison, G. (1986). Alienation of ethnic minority students at a predominantly white university. Journal of Higher Education, 57(1), 58–77.
Lundberg, C. (2007). Student involvement and institutional commitment to diversity as predictors of Native American student learning. Journal of College Student Development, 48(4), 405–416.
Lundberg, C. A., & Schreiner, L. A. (2004). Quality and frequency of student-faculty interaction as predictors of learning: An analysis by student race/ethnicity. Journal of College Student Development, 45(5), 549–565. doi:10.1353/csd.2004.0061.
MacKay, K. A., & Kuh, G. D. (1994). A comparison of student effort and educational gains of Caucasian and African-American students at predominantly White colleges and universities. Journal of College Student Development, 35, 217–223.
Maestas, R., Vaquera, G. S., & Munoz Zehr, L. (2007). Factors impacting sense of belonging at a Hispanic–Serving Institution. Journal of Hispanic Higher Education, 6, 237–256.
Martin Lohfink, M., & Paulsen, M. B. (2005). Comparing the determinants of persistence for first–generation and continuing-generation students. Journal of College Student Development, 46(4), 409–428.
McDowall-Long, K. (2004). Mentoring relationships: Implications for practitioners and suggestions for future research. Human Resource Development International, 7(4), 519–534.
McGowan, J. M. (2000, Winter). African-American faculty classroom teaching experiences in predominantly White colleges and universities. Multicultural Education, 8, 19–22.
McKay, N. Y. (1997). A troubled peace: Black women in the halls of the White academy. In L. Benjamin (Ed.), Black women in the academy: Promises and perils (pp. 11–22). Miami, FL: University Press of Florida.
McPherson, M. S., Smith-Lovin, L., & Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27, 415–444.
Menges, R. J., & Exum, W. H. (1983). Barriers to the progress of women and minority faculty. Journal of Higher Education, 54(2), 123–144.
Molm, L. D. (2006). The social exchange framework. In P. J. Burke (Ed.), Contemporary social psychological theories (pp. 24–45). Stanford, CA: Stanford Social Sciences.
Mullen, C. A. (2007). Naturally occurring student-faculty mentoring relationships: A literature review. In T. D. Allen & L. T. Eby (Eds.), The Blackwell handbook of mentoring: A Multiple perspectives approach (pp. 119–158). Malden, MA: Blackwell Publishing Ltd.
Museus, S. D., & Quaye, S. J. (2009). Toward an intercultural perspective of racial and ethnic minority college student persistence. The Review of Higher Education, 33(1), 67–94.
Museus, S. D., & Ravello, J. N. (2010). Characteristics of academic advising that contribute to racial and ethnic minority student success at predominantly White institutions. NACADA Journal, 30(1), 47–58.
Nagda, B. A., Gregerman, S. R., Jonides, J., Von Hippel, W., & Lerner, J. S. (1998). Undergraduate student–faculty research partnerships affect student retention. The Review of Higher Education, 22(1), 55–72.
Nakamura, J., Shernoff, D. J., & Hooker, C. H. (2009). Good mentoring: Fostering excellent practice in higher education. San Francisco: Jossey-Bass.
Nelson Laird, T. F., Bridges, B. K., Morelon-Quainoo, C. L., Williams, J. M., & Holmes, M. S. (2007). African American and Hispanic student engagement at minority serving and predominantly White institutions. Journal of College Student Development, 48(1), 39–56. doi:10.1353/csd.2007.0005.
Nora, A. (2001). The depiction of significant others in Tinto’s “Rites of Passage”: A reconceptualization of the influence of family and community in the persistence process. Journal of College Student Development, 3(1), 41–56.
Nora, A. (2002). A theoretical and practical view of student adjustment and academic achievement. In W. G. Tierney & L. S. Hagedorn (Eds.), Increasing access to college: Extending possibilities for all students (pp. 65–80). New York: SUNY Press.
Nora, A., Barlow, L., & Crisp, G. (2005). Student persistence and degree attainment beyond the first year in college. In A. Seidman (Ed.), College student retention: Formula for success (pp. 129–153). Westport, CT: Praeger.
Nora, A., & Cabrera, A. F. (1996). The role of perceptions of prejudice and discrimination on the adjustment of minority students to college. Journal of Higher Education, 67, 119–148.
O’Meara, K. A., & Braskamp, L. (2005). Aligning faculty reward systems and development to promote faculty and student growth. NASPA Journal, 42(2), 223–240.
O’Neil, J. M., & Wrightsman, L. S. (2001). The mentoring relationship in psychology training programs. In S. Walfish & A. Hess (Eds.), Succeeding in graduate school: The complete career guide for the psychology student (pp. 113–129). Hillsdale, NJ: Erlbaum.
Outcalt, C. L., & Skewes-Cox, T. E. (2002). Involvement, interaction, and satisfaction: The human environment at HBCUs. The Review of Higher Education, 25(3), 331–347.
Padgett, R. D., Johnson, M. P., & Pascarella, E. T. (2012). First-generation undergraduate students and the impacts of the first year of college: Additional evidence. Journal of College Student Development, 53(2), 243–266.
Padilla, A. M. (1994). Ethnic minority scholars, research, and mentoring: Current and future issues. Educational Researcher, 23(4), 24–27.
Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451–476.
Palmer, R., & Gasman, M. (2008). “It takes a village to raise a child”: The role of social capital in promoting academic success for african american men at a Black College. Journal of College Student Development, 49(1), 52–70.
Park, S. M. (1996). Research, teaching, and service: Why shouldn’t women’s work count? Journal of Higher Education, 67(1), 46–84.
Pascarella, E. T. (1980). Student-faculty informal contact and college outcomes. Review of Educational Research, 50(4), 545–595.
Pascarella, E. (1985). College environmental influences on learning and cognitive development: A critical review and synthesis. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 1, pp. 1–61). New York: Agathon.
Pascarella, E. T. (2006). How college affects students: Ten directions for future research. Journal of College Student Development, 47(5), 508–520.
Pascarella, E. T., & Terenzini, P. T. (1976). Informal interaction with faculty and freshman ratings of academic and non–academic experiences of college. The Journal of Educational Research, 70, 35–41.
Pascarella, E. T., & Terenzini, P. T. (1978a). Student-faculty informal relationships and freshman year educational outcomes. The Journal of Educational Research, 71, 183–189.
Pascarella, E., & Terenzini, P. (1978b). Student-faculty informal contact and college persistence: A further investigation. The Journal of Educational Research, 72, 214–218.
Pascarella, E. T., & Terenzini, P. T. (1979). Interaction effects in Spady’s and Tinto’s conceptual models of college dropout. Sociology of Education, 52, 197–210.
Pascarella, E. T., & Terenzini, P. T. (1981). Residence arrangement, student/faculty relationships, and freshman year educational outcomes. Journal of College Student Personnel, 22, 147–156.
Pascarella, E. T., & Terenzini, P. T. (1983). Predicting voluntary freshman year persistence/withdrawal behavior in a residential university: A path analytic validation of Tinto’s model. Journal of Educational Psychology; Journal of Educational Psychology, 75(2), 215.
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass.
Pascarella, E. T., Wolniak, G. C., Cruce, T. M., & Blaich, C. F. (2004). Do liberal arts colleges really foster good practices in undergraduate education? Journal of College Student Development, 45(1), 57–74.
Patton, L. D., & Harper, S. (2003). Mentoring relationships among African American women in graduate and professional schools. New Directions for Student Services, 104, 67–78.
Patton, L. (2009). My sister’s keeper: A qualitative examination of mentoring experiences among African American women in graduate and professional schools. The Journal of Higher Education, 80(5), 510–537.
Phinney, J. S. (1992). The multigroup ethnic identity measure: A new scale for use with diverse groups. Journal of Adolescent Research, 7, 156–176.
Phinney, J. S. (1993). A three-stage model of ethnic identity development in adolescence. In M. E. Bernal & G. P. Knight (Eds.), Ethnic identity: Formation and transmission among Hispanics and other minorities (pp. 61–79). Albany, NY: State University of New York Press.
Plata, M. (1996, September). Retaining ethnic minority faculty at institutions of higher education. Journal of Instructional Psychology, 23, 221–227.
Ragins, B. R., & Scandura, T. A. (1999). Burden or blessing? Expected costs and benefits of being a mentor. Journal of Organizational Behavior, 20, 493–509.
Rayman, P., & Brett, B. (1995). Women science majors: What makes a difference in persistence after graduation? Journal of Higher Education, 66(4), 388–414.
Reddick, R. J. (2005). “Ultimately, it’s about love”: African American faculty and their mentoring relationships with African–American students. Retrieved December 1, 2005, from http://gseacademic.harvard.edu/∼reddicri/Documents/Reddick_Ultimately_Its_About_Love.pdf
Rendón, L. I., Jalomo, R. E., & Nora, A. (2000). Theoretical considerations in the study of minority student retention in higher education. In J. Braxton (Ed.), Rethinking the departure puzzle: New theory and research on college student retention (pp. 127–156). Nashville, TN: Vanderbilt University Press.
Rosser, V. J. (2004). Faculty members’ intentions to leave: A national study on their worklife and satisfaction. Research in Higher Education, 45(3), 285–309.
Ruble, D. N. (1994). A phase model of transitions: Cognitive and motivational consequences. Advances in Experimental Social Psychology, 26, 163–214.
Ryu, M. (2008). Minorities in higher education 2008: Twenty–third status report. Washington, DC: American Council on Education.
Sax, L. J. (1994). Mathematical self-concept: How college reinforces the gender gap. Research in Higher Education, 35, 141–166.
Sax, L. J., Bryant, A. N., & Harper, C. E. (2005). The differential effects of student-faculty interaction on college outcomes of women and men. Journal of College Student Development, 46(6), 642–657. doi:10.1353/csd.2005.0067.
Schlosser, L. Z., & Gelso, C. J. (2001). Measuring the working alliance in advisor–advisee relationships in graduate school. Journal of Counseling Psychology, 48(2), 157–167. doi:10.1037//0022-067.48.2.157.
Schneider, M. (2010). Finishing the first lap: The cost of first–year student attrition in America’s four–year colleges and universities. American Institutes for Research.
Seifert, T. A., Drummond, J., & Pascarella, E. T. (2006). African-American students’ experiences of good practices: A comparison of institutional type. Journal of College Student Development, 47(2), 185–205.
Sellers, R. M., Chavous, T. M., & Cooke, D. Y. (1998). Racial ideology and racial centrality as predictors of African American college students’ academic performance. Journal of Black Psychology, 24, 8–27.
Smith, B. (2007). Accessing social capital through the academic mentoring process. Equity and Excellence in Education, 40(1), 36–46.
Snow, S. G. (1973). Correlates of student–faculty interaction. Sociology of Education, 46, 489–498.
Spady, W. (1970). Dropouts from higher education: An interdisciplinary review and synthesis. Interchange, 1, 64–85.
Spady, W. (1971). Dropouts from higher education: toward an empirical model. Interchange, 2, 38–62.
Stanley, C. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence in predominantly White colleges and universities. American Educational Research Journal, 43(4), 701–736.
Stanley, C. A., Porter, M. E., Simpson, N. J., & Ouellett, M. L. (2003). A case study of the teaching experiences of African American faculty at two predominantly White research universities. Journal of Excellence in College Teaching, 14, 151–178.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613–629.
Strauss, L. C., & Fredericks, V. J. (2004). Predictors of student commitment at two-year and four-year institutions. Journal of Higher Education, 75(2), 203–227.
Strayhorn, T. (2008). The role of supportive relationships in facilitating African American Males’ success in college. NASPA Journal, 45(1), 26–48.
Suarez-Balcazar, Y., Orellana-Damacela, L., Portillo, N., & Andrews-Guillen, C. (2003). Experiences of differential treatment among college students of color. Journal of Higher Education, 74(4), 428–444.
Suitor, J. J., Mecom, D., & Feld, I. S. (2001). Gender, household labor, and scholarly productivity among university professors. Gender Issues, 19(4), 50–67.
Suplee, P. D., Lachman, V., Siebert, B., & Anselmi, K. (2008). Managing nursing student incivility in the classroom, clinical and on-line. Journal of Nursing Law, 12(2), 68–77.
Tan, D. L. (1995). Perceived importance of role models and its relationship with minority student satisfaction and academic performance. NACADA Journal, 15(1), 48–51.
Tenenbaum, H. R., Crosby, F. J., & Gilner, M. D. (2001). Mentoring relationships in graduate school. Journal of Vocational Behavior, 59, 326–341.
Terenzini, P., & Pascarella, E. (1980). Student/faculty relationships and freshman year educational outcomes: A further investigation. Journal of College Student Personnel, 27, 521–528.
Terenzini, P. T., Theophilides, C., & Lorang, W. G. (1984). Influence on students’ perceptions of their academic skill development during college. Journal of Higher Education, 55, 621–635.
Tierney, W. G. (1997). Organizational socialization in higher education. Journal of Higher Education, 68, 1–16.
Tierney, W. G. (1999). Models of minority college–going and retention: Cultural integrity versus cultural suicide. The Journal of Negro Education, 68(1), 80–91.
Tierney, W., & Bensimon, E. M. (1996). Promotion and tenure: Community and socialization in academe. Albany, NY: State University of New York Press.
Tinto, V. (1975). Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research, 45, 89–125.
Tinto, V. (1993). Leaving college: Rethinking causes and cures of student attrition (2nd ed.). Chicago, IL: The University of Chicago Press.
Tsui, L. (1995, November). Boosting female ambition: How college diversity impacts graduate degree aspirations of women. Paper presented at the annual meeting of the Association for the Study of Higher Education, Orlando, FL.
Tuitt, F., Hanna, M., Martinez, L. M., Salazar, M. C., & Griffin, R. (2009, Fall). Teaching in the line of fire: Faculty of color in the academy. Thought and Action: The NEA Higher Education Journal, 16, 65–74.
Turner, C. S. V., & Myers, S. L. (2000). Faculty of color in academe: Bittersweet success. Boston, MA: Allyn and Bacon.
Twale, D., & Sanders, C. S. (1999). Impact of non–classroom experiences on critical thinking ability. NASPA Journal, 36(2), 133–146.
Umbach, P. D. (2006). The contribution of faculty of color to undergraduate education. Research in Higher Education, 47(3), 317–345.
Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2), 153–184.
Volkwein, J. F., King, M. C., & Terenzini, P. T. (1986). Student–faculty relationships and intellectual growth among transfer students. Journal of Higher Education, 57, 413–430.
Vreeland, R. S., & Bidwell, C. E. (1966). Classifying university departments: An approach to the analysis of their effects upon undergraduates’ values and attitudes. Sociology of Education, 39, 237–254.
Waldeck, J. H., Orrego, V. O., Plax, T. G., & Kearney, P. (1997). Graduate student/faculty mentoring relationships: Who gets mentored, how it happens, and to what end. Communication Quarterly, 45, 93–109.
Wallace, W. L. (1963). Peer Groups and student achievement: The college campus and its students (Report No. 91). Chicago, IL: National Opinion Research Center, University of Chicago.
Walton, J. M. (1979). Retention, role modeling, and academic readiness: A perspective on the ethnic minority student in higher education. The Personnel and Guidance Journal, 58(2), 124–127.
Warburton, E. C., Bugarin, R., & Nunez, A. M. (2001). Bridging the gap: Academic preparation and postsecondary success of first–generation students (NCES Report No. 2001–153). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Weidman, J. C. (1989). Undergraduate socialization: A conceptual approach. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 5, pp. 289–322). New York: Agathon Press.
Weidman, J. C. (2006). Socialization of students in higher education. In C. F. Conrad & R. C. Serlin (Eds.), The sage handbook for research in education (pp. 253–262). Thousand Oaks, CA: SAGE Publications.
Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research In Higher Education, 44(6), 641–656.
Weidman, J. C., Twale, D. J., & Stein, E. L. (2001). Socialization of graduate and professional students in higher education: A perilous passage? (Vol. 28). San Francisco: Jossey-Bass.
Williams, B. N., & Williams, S. M. (2006). Perceptions of African American male junior faculty on promotion and tenure: Implications for community building and social capital. Teachers College Record, 108(2), 287–315.
Wilson, R. C., & Gaff, J. G. (1975). College professors and their impact on students. New York: Wiley.
Wilson, R., Gaff, J., Dienst, E., Wood, L., & Bavry, J. (1975). College professors and their impact on students. New York: Wiley-Interscience.
Wilson, R., Wood, L., & Gaff, J. (1974). Social–psychological accessibility and faculty student interaction beyond the classroom. Sociology of Education, 47, 74–92.
Zusman, A. (1999). Issues facing higher education in the 21st century. In P. G. Altbach, R. O. Berdahl, & P. J. Gumport (Eds.), American higher education in the twenty–first century: Social, political, and economic challenges (pp. 109–148). Baltimore, MD: The Johns Hopkins University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Cole, D., Griffin, K.A. (2013). Advancing the Study of Student-Faculty Interaction: A Focus on Diverse Students and Faculty. In: Paulsen, M. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 28. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5836-0_12
Download citation
DOI: https://doi.org/10.1007/978-94-007-5836-0_12
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-5835-3
Online ISBN: 978-94-007-5836-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)