First-Generation Latino Students' Success in Undergraduate STEM: The Importance of Instructor-Student Interactions
Authors: Katherine Hanna, Lynn C. Reimer, Amanda Nili
Presented at 2017 AERA
Abstract: This study investigated the association between instructor-student interactions and first-generation Latino students’ course grade and STEM persistence. A slight increase in course grade (p < 0.05) was associated with instructors summarizing main ideas in lectures, but a slight decrease (p < 0.05) was associated with instructors presenting handwritten notes. Completing deskwork during lecture, incorporating real world illustrations, instructor modifying a lesson after checking for understanding, and explicitly mentioning on exam content were associated with a small increased likelihood of continuing with their STEM major (p < .01). These findings suggest that instructors of large introductory STEM courses should focus on culturally responsive interactions, especially those that engender the skills necessary to succeed in academia.
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