Abstract

The purpose of this study was to examine determinants of Black male students’ engagement with faculty in the community college. Data from this study were derived from the 2011 three-year cohort of the Community College Survey of Student Engagement (CCSSE). Using data from 11,384 Black male respondents within 260 community colleges, this study investigated faculty–student engagement using hierarchical, multilevel modeling. Among other findings, this study illustrated the importance of reading remediation, participation in learning communities, study skills courses, and college orientation in positively contributing to faculty–student interactions. Implications for college practice are discussed.