The purpose of this study was to investigate African-American students' locus of control orientation, racial identity attitudes, and faculty-student interactions. Using a survey design, data were collected from a non-random sample drawn from two historically Black colleges and universities (HBCUs) and two predominantly White institutions (PWIs). The survey instrument was a compilation of items from the Nowicki-Strickland Internal-External Control Scale for College (ANSIE-C), the Cross Racial Identity Scale (CRIS), the Student-Professor Interaction Scale (SPIS), and student background information items. Data were collected in two ways: group administration of the survey and mailed self-administered surveys. Data were analyzed using a causal model design, estimate coefficients of the six structural equations defined in the model, and statistical significance of the direct and indirect effects.

Results showed that locus of control was a significant predictor of faculty-student interactions. Racial identity attitudes were not a significant predictor of faculty-student interactions; however, there was a significant interaction effect between locus of control and racial identity attitudes. The type of institution a student attended was a significant predictor of faculty-student interactions, especially when the interaction effect of locus of control and type of institution was considered. Results of this study contribute to the literature on faculty-student interactions among African-American students.