Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

3-5-2024

Graduate Advisor

Gretchen Fricke

Committee

Gretchen Fricke

Shawn Woodhouse

Kenton Mershon

Abstract

This qualitative study examined the importance of student–faculty interactions for racially minoritized students. Persistent challenges in low retention rates for racially minoritized students have been a focal point of scholarly investigation for decades (Carey, 2004; Kinzie et al., 2008). Despite research indicating that engagement between students and faculty is crucial for improving student retention, these interactions are constrained (Cox et al., 2010). The presence of effective student–faculty engagement can foster students’ persistence, while the absence of engagement can create a negative academic experience, especially for racially minoritized students.

Tinto’s theory of student departure (1975, 1987, 1993) is one of the most relevant college impact theories to understand student retention. Tinto’s work considers retention by accounting for multiple dynamic factors, as opposed to just academic performance or exclusively student-focused concerns (Pascarella & Terenzini, 2005). Therefore, this study used this theory to develop research questions and interpret the data.

The purpose of this study was to identify strategies to increase student–faculty interactions by addressing the disparity between the limited interactions and the established benefits associated with such interactions. Understanding the causes of student attrition is crucial for universities to develop and implement successful retention strategies. In this study, a qualitative semistructured interview design was employed at a medium-sized public university in the Midwest. The researchers conducted a comprehensive exploration of student–faculty engagement with racially minoritized students who identified as first-time first-year college students. Through the participants’ personal stories and examples, the researchers identified factors that deter student–faculty engagement and identified effective strategies to enhance such interactions. The findings revealed students desire a welcoming and comfortable learning environment and professors who exhibit characteristics and behaviors that promote relationship building. The findings also indicated students navigate through barriers that hinder academic progress. In addition, students value holistic support and personal development to enhance their educational experience.

Awareness of students’ needs, coupled with intentional techniques on the professor’s behalf, has the potential to be transformative for students’ academic experiences. The recommendations of this study can serve as a framework for institutions seeking to enhance interactions between racially minoritized students and faculty, thereby contributing to improved retention.

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