Predicting the Quality of Black Women Collegians' Relationships With Faculty at a Public Historically Black University

Using data from the National Survey of Student Engagement, multivariate analyses were conducted to examine the impact of effective teaching practices and student-faculty interactions on perceptions of faculty relationship quality for Black women collegians at a public historically Black university. Using a conceptual framework that integrates Tinto's (1993) interactionalist theory of college student departure, Astin's (1993) student involvement theory, and Weidman's (1989) undergraduate socialization model, the final regression model explained 56% of the variance in faculty relationship quality. Significant predictors included faculty feedback, course-related conversations outside of class, and discussions around academic performance. We close with implications for policy. praxis, and future investigations.