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Multicultural Learning and Teaching

Editor-in-Chief: Obiakor, Festus / Algozzine, Robert

Managing Editor: Banks, Tachelle

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Student-Faculty and Peer Interactions among Immigrant College Students in the United States

Michael J. Stebleton / Krista M. Soria / Marina B. Aleixo / Ronald L. Huesman Jr
Published Online: 2012-12-12 | DOI: https://doi.org/10.1515/2161-2412.1122


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.

KEYWORDS : immigrant students; belonging; student-faculty interactions; retention; engagement; peer interactions

About the article

Published Online: 2012-12-12

Citation Information: Multicultural Learning and Teaching, Volume 7, Issue 2, ISSN (Online) 2161-2412, DOI: https://doi.org/10.1515/2161-2412.1122.

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Citing Articles

Here you can find all Crossref-listed publications in which this article is cited. If you would like to receive automatic email messages as soon as this article is cited in other publications, simply activate the “Citation Alert” on the top of this page.

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