Skip to main content
Article
Student-faculty and peer interactions among immigrant college students attending 4-year research universities in the United States
Multicultural Learning and Teaching (2012)
  • Michael J. Stebleton, University of Minnesota - Twin Cities
  • Krista M. Soria
  • Marina B. Aleixo
  • Ron L. Huesman
Abstract

The purpose of this study was to examine student-faculty 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) completed by 58,000 students from six research universities, the researchers used analysis of variance and multiple linear regression analysis to explore differences between immigrant populations. The results suggest that there are significant differences between immigrant and non-immigrant college students in terms of 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 are outlined.

Keywords
  • immigrant student,
  • mulicultural teaching,
  • engagement,
  • faculty interaction,
  • belonging
Publication Date
2012
Publisher Statement
DOI: 10.1515/2161-2412.1122.
Citation Information
Michael J. Stebleton, Krista M. Soria, Marina B. Aleixo and Ron L. Huesman. "Student-faculty and peer interactions among immigrant college students attending 4-year research universities in the United States" Multicultural Learning and Teaching Vol. 7 Iss. 2 (2012)
Available at: http://works.bepress.com/michael_stebleton/20/