faculty behavior
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2021 ◽  
Vol 56 (4) ◽  
pp. 336-336
Keyword(s):  


2021 ◽  
pp. 194855062110350
Author(s):  
Jasmine B. Norman ◽  
Melissa A. Fuesting ◽  
Danielle M. Geerling ◽  
Jacqueline M. Chen ◽  
Shelly L. Gable ◽  
...  

Four studies examine the faculty–student relationship as a mechanism through which students ascertain their place in science, technology, engineering, and mathematics (STEM) fields. Studies 1 and 2 use experimental methods to demonstrate STEM faculty who behave communally, relative to independently, increase undergraduates’ belonging and interest in STEM roles through anticipation of greater role-specific support (i.e., support that emphasizes guiding students through structures and activities of field-specific roles). Study 3 then examined the consequences of role-specific support for undergraduates’ belonging and interest in STEM. Students anticipated more belonging and interest in STEM roles when faculty provided high levels of role-specific support. Finally, STEM doctoral students’ perception of role-specific support from faculty related to their belonging and future identification in STEM fields (Study 4). Taken together, these studies demonstrate the importance of students’ construals of role-specific support from faculty, and how faculty behavior signals role-specific support, with benefits for student involvement in STEM.



2021 ◽  
Vol 56 (3) ◽  
pp. 227-228
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2021 ◽  
Vol 56 (2) ◽  
pp. 129-130
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2021 ◽  
Vol 56 (1) ◽  
pp. 20-21
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2020 ◽  
Vol 55 (4) ◽  
pp. 362-363
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2020 ◽  
Vol 55 (3) ◽  
pp. 253-254
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2020 ◽  
Vol 55 (2) ◽  
pp. 138-139
Keyword(s):  


2020 ◽  
Vol 55 (1) ◽  
pp. 21-22
Keyword(s):  


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