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The purpose of this book was to investigate the influence of faculty in relation to the persistence of underrepresented students at major U.S. universities. This book highlights the results of scientific inquiry measuring the significance of faculty behavior in contributing to the psychosocial variables affecting the degree completion of underrepresented students attending a major U.S. university. The results suggest that academic preparation is not the determinant student entry characteristic for degree completion. Moreover, the results suggest faculty are best positioned to mediate the psychosocial variables affecting the persistence of underrepresented students.