A Negotiated Order Exploration of Critical Student-Faculty Interactions: Student-Parents Manage Multiple Roles

References

• Austin , C. T. 1977 . The effectiveness of the role of the teacher as compared with the role of the student , Birmingham : Alabama State University . Unpublished doctoral dissertation
   Google Scholar
• Bandura , A. 1977 . Self efficacy: Toward a unifying theory of behavioral change . Psychological Review , 84 : 291-215
   Google Scholar
• Bandura , A. 1997 . Self-efficacy: The exercise of control , New York : Freeman .
   Google Scholar
• Bean , J. P. and Metzner , B. S. 1985 . A conceptual model of nontraditional undergraduate student attrition . Review of Educational Research , 55 : 485 – 540 .
   Web of Science ®Google Scholar
• Centra , J. and Rock , D. 1971 . College environments and student achievement . American Educational Research Journal , 8 : 623 – 634 .
   Web of Science ®Google Scholar
• Christophel , D. M. 1990 . The relationship among teacher immediacy behaviors, student motivation, and learning . Communication Education , 39 : 323 – 340 .
   Web of Science ®Google Scholar
• Chronicle of Higher Education . 2000 . Almanac Issue Vol. 47 , 24
   Google Scholar
• Chua , W. and Clegg , S. 1989 . Contradictory couplings: Professional ideology in the organizational locals of nurse training . Journal of Management Studies , 26 : 103 – 127 .
   Web of Science ®Google Scholar
• Dallimore , E. J. Defining “quality” student-faculty interaction: A necessary step in understanding the student attrition equation . Paper presented at the annual meeting of the Speech Communication Association . November , San Antonio, TX.
   Google Scholar
• Donohue , W. A. and Roberto , A. J. 1993 . Relational development as negotiated order in hostage negotiation . Human Communication Research , 20 : 175 – 198 .
   Web of Science ®Google Scholar
• Downs , C. W. and Conrad , C. 1979 . Effective subordinancy . The Journal of Business Communication , 19 : 27 – 37 .
   Google Scholar
• Drake , L. E. and Donohue , W. A. 1996 . Communicative framing theory in conflict resolutions . Communication Research , 23 : 297 – 322 .
   Web of Science ®Google Scholar
• Enteman , R. M. 1993 . Framing: Toward clarification of a fractured paradigm . Journal of Communication , 43 : 51 – 58 .
   Google Scholar
• Feldman , K. A. and Newcomb , T. M. 1969 . The impact of college on students , San Francisco : Jossey-Bass .
   Google Scholar
• Fisher , M. J. and Dirsmith , M. W. 1995 . Strategy, technology, and social processes within professional cultures: A negotiated order, ethnographic perspective . Symbolic Interaction , 18 : 381 – 421 .
   Google Scholar
• Flanagan , J. C. 1954 . The critical incident technique . Psychological Bulletin , 51 : 227 – 358 .
   Google Scholar
• Frost , P. J. , Moore , L. F. , Louis , M. R. , Lundberg , C. C. and Martin , J. 1991 . Reframing organizational culture , Newbury Park, CA : Sage .
   Google Scholar
• Fusani , D. S. 1994 . “Extra-class” communication: Frequency, immediacy, self-disclosure, and satisfaction in student-faculty interaction outside the classroom . Journal of Applied Communication Research , 22 : 232 – 255 .
   Google Scholar
• Giczowski , W. 1990 . Colleges must cope with market-oriented adult students . Chronicle of Higher Education , April : 4
   Google Scholar
• Giddens , A. 1984 . The constitution of society: Introduction of the theory of structuration , Berkeley : University of California Press .
   Google Scholar
• Gilbert , L. A. and Holahan , C. K. 1982 . Conflicts between student/professional, parental, and self-developmental roles: A comparison of high and low effective copers . Human Relations , 35 : 635 – 648 .
   Web of Science ®Google Scholar
• Haleta , L. L. 1996 . Student perceptions of teachers' use of language: The effects of powerful and powerless language on impression formation and uncertainty . Communication Education , 45 : 16 – 28 .
   Web of Science ®Google Scholar
• Hammer , L. B. , Grisby , T. D. and Woods , S. 1998 . The conflicting demands of work, family, and school among students at an urban university . Journal of Psychology , 132 : 220 – 226 .
   Web of Science ®Google Scholar
• Hogelucht-Barquist , K. S. and Geist , P. 1997 . Discipline n the classroom: Communicative strategies for negotiated order . Western Journal of Communication , 61 : 1 – 34 .
   Google Scholar
• House , R. , Rousseau , D. M. and Thomas-Hunt , M. 1995 . “ The meso paradigm: A framework for the integration of micro and macro organizational behavior ” . In Research in organizational behavior , Edited by: Cummings , L. L. and Staw , B. M. 71 – 114 . Greenwich, CT : JAI Press .
   Google Scholar
• Jaasma , M. A. and Koper , R. J. 1999 . The relationship of student-faculty out-of-class communication to instructor immediacy and trust and to student motivation . Communication Education , 48 : 41 – 47 .
   Web of Science ®Google Scholar
• Johnson , J. D. 1997 . A framework for interaction (FINT) scale: Extensions and refinements in an industrial setting . Communication Studies , 48 : 127 – 141 .
   Google Scholar
• Keys , B. and Case , T. 1990 . How to become an influential manager . Academy of Management Executive , 9 : 7 – 14 .
   Google Scholar
• Nadler , M. K. and Nadler , L. B. in press . The roles of sex, empathy, and credibility of out-of-class communication between faculty and students . Women's Studies in Communication ,
   Google Scholar
• Nathan , M. L. and Mitroff , I. I. 1991 . The use of negotiated order theory as a tool for the analysis and development of an interorganizational field . The Journal of Applied Behavioral Science , 27 : 163 – 180 .
   Google Scholar
• Pascarella , E. T. 1980 . Student-faculty informal contact and college outcomes . Review of Educational Research , 50 : 545 – 595 .
   Web of Science ®Google Scholar
• Pascarella , E. T. and Terenzini , P. T. 1978 . Student-faculty informal relationships and freshmen year educational outcomes . Journal of Educational Research , 71 : 183 – 189 .
   Web of Science ®Google Scholar
• Putnam , L. L. and Holmer , M. 1992 . “ Framing, reframing, and issue development ” . In Communication and negotiation , Edited by: Putnam , L. L. and Roloff , M. E. 128 – 155 . Newbury Park, CA : Sage .
   Google Scholar
• Ruben , B. D. 1993 . What patients remember: A content analysis of critical incidents in health care . Health Communication , 5 : 99 – 112 .
   Google Scholar
• Strauss , A. and Corbin , J. 1998 . Basics of qualitative research: Techniques and procedures for developing grounded theory , second edition , Thousand Oaks, CA : Sage .
   Google Scholar
• Strauss , A. , Schatzman , L. , Bucher , R. , Ehrlich , D. and Sabshin , M. 1964 . Psychiatric Ideologies and Institutions , NY : The Free Press .
   Google Scholar
• Strauss , A. 1978 . Negotiations: Varieties, contexts, processes, and social order , San Francisco : Jossey-Bass .
   Google Scholar
• Teven , J. J. and McCrosky , J. C. 1996 . The relationship of perceived teacher caring with student learning and teacher evaluation . Communication Education , 46 : 1 – 9 .
   Web of Science ®Google Scholar
• Tinto , V. 1989 . Misconceptions mar campus discussions of student retention . The Chronicle of Higher Education , September : 6
   Google Scholar
• Van Stone , N. , Nelson , J. and Niemann , J. 1994 . Poor single-mother college students' views on the effect of some primary sociological and psychological belief factors on their academic success . Journal of Higher Education , 65 : 571 – 584 .
   Web of Science ®Google Scholar
• Waldron , V. R. and Applegate , J. L. 1998 . Disagreements: Effects on student perceptions of persuasiveness and social attraction . Communication Education , 47 : 53 – 66 .
   Web of Science ®Google Scholar