Abstract:

The purpose of this study was to understand and describe the context of the different levels of initiation in student–faculty interaction outside of class for community college students and faculty members. The researcher examined the meanings constructed about the initiation of interactions between faculty members and students and how those interactions contributed to the construction of the students’ identities and academic experiences.

Constructivist grounded theory was utilized in this study. A total of 14 students were interviewed through one focus group and individual interviews. Five faculty members were interviewed individually. Grounded theory methods lead to the following four themes: (1) student attitudes toward initiation of student–faculty interaction, (2) faculty attitudes toward initiation of student–faculty interaction, (3) initiation of student–faculty interaction, and (4) perceptions of student–faculty interactions. An overarching theme of underutilization of student–faculty interaction emerged from the data.

Described in this study, reasons for low levels of interaction outside of class included the following: (1) underestimation of benefits of student–faculty interaction by both students and faculty, such as increased intellectual self-identity and academic performance; (2) lack of intentional initiation of interaction by faculty; (3) lack of faculty knowledge of strategies for interaction outside of class; (4) student intimidation of faculty sometimes interpreted by faculty as an absence of interest; and (5) an absence of an equity-minded perspective that provides validation and empowers students through interaction outside of class. Recommendations for practice are discussed.