摘要：The impact of student-faculty interaction on higher education students has been the object of countless studies and journal articles. Study after study has confirmed the hypothesis that a close student-faculty relationship positively affects academic achievement, occupational decisions, educational aspirations, institutional persistence, intellectual and personal development, academic and non-academic satisfaction, and attitudes toward college (Kwong, 1991; Lamport, 1993; Moore, Lovell, McGann, & Wyrick, 1998; Nagda, Gregerman, Jonides, von Hippel, & Lerner, 1998; Pascarella, 1980; Pascarella & Terenzini, 1991; Romanski, 1987)1. However, in spite of their important contributions to the field, most of these studies fail to sufficiently address student-faculty interaction in the broader context of class, race and gender inequalities. At the same time, the critical literature on the role of educational institutions in reproducing and reinforcing social inequalities (e.g. Anyon, 1980; Bourdieu, 1986; Bowles & Gintis, 1976; Contenta, 1993; Hurn, 1985; Oakes, 1985; Rist, 1970; Sadker & Sadker, 1994) has paid little attention to student-faculty interaction outside of the classroom, particularly at the post-secondary level
