This study examined student-faculty interactions and peer interactions among immigrant college students attending 4-year research universities in the United States. Using the Student Experience in the Research University (SERU) survey completed by 58,000 undergraduate students from six large, public research universities, the researchers used analysis of variance and multiple linear regression analyses to explore differences between immigrant populations. The results suggest that there are significant differences between immigrant and non-immigrant college
students with regard to their sense of belonging, faculty interactions, and peer interactions. There are also differences within immigrant waves and generational status. Implications and recommendations for educators in multicultural learning and teaching contexts are outlined.
Stebleton, M. J., Soria, K. M., Aleixo, M. B., & Huesman, R. L. (2012). Student-faculty and peer interactions among immigrant students. Multicultural Learning and Teaching, 7(2), 1-21.
Stebleton, Michael; Soria, Krista; Aleixo, Marina; Huesman, Ronald Jr..
Student-faculty and peer interactions among immigrant college students in the United States.
Multicultural Learning and Teaching.
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