Experiences of Racial Discrimination among STEM Majors: The Role of Faculty

Abstract

This study extends previous research on student–faculty interaction and discriminatory climates in STEM fields by examining the effect of both positive/neutral and discriminatory forms of student–faculty interactions on GPA and academic satisfaction. Feeling discouraged from speaking in class due to race was negatively associated with student GPA, which was more pronounced among women and Black students. Asking questions in and after class was positively linked with GPA and academic satisfaction. Findings highlight the importance of positive student–faculty interaction for the retention of diverse students in STEM.