“We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts
Open accessAbstract
Faculty members play a key role in the identification and training of the next generation of scientific talent. In the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty. We conducted a mixed methods study to understand institutional contextual differences in the experiences of aspiring scientists. Data from a qualitative five-campus case study and a quantitative longitudinal study of students from over 117 higher education institutions were analyzed to determine how aspiring scientists interact with faculty and gain access to resources that will help them achieve their educational goals. Findings indicate that important structural differences exist between institutions in shaping students' interactions with faculty. For example, students at more selective institutions typically have less frequent, less personal interactions with faculty whereas Black students at HBCUs report having more support and frequent interactions with faculty.
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The stressors Black students face may differ depending on whether they attend a PWI or an HBCU.
“the stressors that these students negotiate may differ as a function of whether they attend a PWI or HBCU (Greer, 2008; Hurtado et al., 2011).”
From Impostor Phenomenon and Psychological Well-Being: The Moderating Roles of John Henryism and School Racial Composition Among Black College Students (2020) · cites this paper as Hurtado et al., 2011
In Results and Discussion (Rigor vs. Support; page unavailable), the paper describes stressful, demanding science environments at its PWI case-study sites. Its Conclusions and Faculty Approachability section describe stronger faculty support and easier access to mentors for Black students at HBCUs. These passages support a possible difference in academic experiences, but the study concerns aspiring scientists and faculty interactions, not stressors faced by Black students generally. (LLM, conf=0.84)
Experimental — accuracy not yet measuredStudies of the experiences of women and African-American students are equivocal about whether they interact with faculty more or less than their majority counterparts.
“Studies of the experiences of women of all racial and ethnic backgrounds and of African-American students (both men and women) are more equivocal.”
From Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes (2017) · cites this paper as Hurtado et al., 2011
The Results and Discussion section reports that Black students interacted less frequently with faculty than White students on average, but that the difference varied by institution, supporting the claim that findings for African-American students are context-dependent. The Individual and Contextual Factors section reports that being female positively predicted course-related faculty contact; it does not establish similarly equivocal findings for women across racial and ethnic backgrounds. Page numbers are unavailable in our copy. (LLM, conf=0.81)
Experimental — accuracy not yet measuredPrevious research has failed to find any difference in student-faculty interactions between Latino/a students at HSIs and PWIs.
“Although previous research has failed to find any difference in student–faculty interactions between Latino/a students at HSIs and PWIs (Nelson Laird et al., 2007; Hurtado et al., 2011), we cannot rule out the possibility that the HSIs in our data set have created a culture that fosters student–faculty interactions or that these HSIs are home to structured mentoring programs that help ensure more”
From Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes (2017) · cites this paper as Hurtado et al., 2011
Black students at HBCUs interact more frequently with faculty than Black students at PWIs.
“For example, Black students at HBCUs interact more frequently with faculty than Black students at PWIs (Nelson Laird et al., 2007; Hurtado et al., 2011).”
From Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes (2017) · cites this paper as Hurtado et al., 2011
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Cites
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“According to Miles and Huberman (1994), cross-case analyses permit us to “deepen understanding and explanation” (p.”
Chang, M. J., Eagan, M. K., Lin, M. H., & Hurtado, S. (2011) · The Journal of Higher Education · doi:10.1353/jhe.2011.0030 · Cited by 330 · see citing works
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Cited by
Sorted by citations
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Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes
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Bernard, D. L., Jones, S. C. T., & Volpe, V. V. (2020) · Journal of Black Psychology · doi:10.1177/0095798420924529 · Cited by 66 · see citing works
“While Black students may report similar levels of stress regardless of the racial composition of their university (Greer & Brown, 2011), the stressors that these students negotiate may differ as a function of whether they attend a PWI or HBCU (Greer, 2008; Hurtado et al., 2011).”
- Authors
- Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P.
- Affiliations
- University of California, Los Angeles (US)
- University of California System (US)
- Corresponding author
- Hurtado, Sylvia
- Venue
- Journal of Social Issues
- Publisher
- Wiley
- Published
- 2011-09
- Volume
- 67
- Issue
- 3
- Pages
- 553-579
- ISSN
- 0022-4537 (ISSN-L)
- PMC
- PMC3596161
- OpenAlex
- W1515951398
- Cited by
- 278
- References
- 3
- Citations by year
- 2026: 17 · 2025: 21 · 2024: 19 · 2023: 15 · 2022: 23 · 2021: 27 · 2020: 23 · 2019: 30 · 2018: 18 · 2017: 19 · 2016: 16 · 2015: 17 · 2014: 13 · 2013: 6 · 2012: 4
- FWCI
- 50.80
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Social Issues (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of General Medical Sciences (R01GM071968)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- underrepresented students, student-faculty interaction, institutional environment, selective institutions, historically Black colleges and universities, Black students, access to resources, higher education
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