The differential effects of student-faculty interaction on college outcomes for women and men

This study examined whether the impact of student faculty interaction on a range of student outcomes-including academic achievement, goals, self-confidence, well-being, and attitudes-differed for women and men. The data were drawn from a national longitudinal sample of college students (N = 17,637) who were surveyed upon entry to college in 1994 and four years later in 1998. Results indicate that although many commonalities exist in how student faculty interaction relates to college outcomes for women and men, differential effects based on gender were observed across a number of domains.