Abstract
The aim of this study was to examine the dual effect of the diversity climate (faculty and students) on faculty extra effort and going above and beyond for student success. Our model hypothesized that faculty extra effort mediates the relationship between perceptions of the diversity climate and students’ satisfaction of their academic performance. Furthermore, we tested the moderating role of race and that the effect of diversity climate on student satisfaction will be stronger for minority students. Our results demonstrate that the effect of faculty and student perceptions of both the diversity climate and faculty extra role behaviors on student outcomes are not only significant but connected. The study suggests that the extra role behaviors that students observe of faculty may be influenced by the faculty perceptions of diversity climate, as their perceptions of diversity climate was significantly related to their reported faculty extra role behaviors. In turn, students’ perceptions of both faculty extra role behaviors and diversity climate affected their satisfaction with their academic performance. In addition, our results indicate that students’ race plays a role in how diversity climate affects their satisfaction with their academic performance satisfaction. Minority students were generally more satisfied than non-Hispanic White students, and especially so when the climate of diversity was perceived to be strong.
Presenters
Monica GavinoAssociate Professor, School of Management , San Jose State University, California, United States Ekundayo Akinlade
Assistant Professor, College of Business, Economics & Computing/Management, University of Wisconsin, Parkside, Wisconsin, United States Jason Lambert
Assistant Professor of Management, College of Business, Texas Woman's University, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
Higher education, Diversity climate, Faculty extra role behavior, Academic performance
