Othermothering as a Framework for Understanding African American Students' Definitions of Student-Centered Faculty

Abstract

Research indicates that faculty/student relationships affect student satisfaction with college (Astin, 1984(Astin, , 1999)), academic achievement (Astin, 1993;Terenzini & Wright, 1987), and retention (DeFour & Hirsch, 1990;Stoecker, Pascarella, & Wolfle, 1988;Tinto, 1993).However, evidence indicates that African American students at predominantly White institutions (PWIs) may not glean the benefits associated with relationships with faculty.Nettles (1991) concluded that Black students attending PWIs had less contact with faculty outside the classroom and were less academically integrated into campus life than were White students.Additionally, Fleming (1984), in her seminal work examining the experiences of Black students at PWIs and at Historically Black Colleges and Universities (HBCUs), and Arnold (1993), in a study investigating the college experiences of high school valedictorians, both found that African American students at PWIs experienced difficulty developing positive relationships with White faculty.Their results were supported by other research indicating that students of color were more apt to seek academic help from family, friends, or academic counselors who were minorities than from White faculty (Braddock, 1981;

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