The Process of Academic Validation Within a Comprehensive College Transition Program
Dados Bibliográficos
| ID | 3758259 |
|---|---|
| Autores | Ronald E Hallett (0000-0002-4800-4663, University of La Verne, La Verne, CA, USA, autor correspondente), Robert D Reason (0000-0001-5723-9424, Iowa State University, Ames, IA, USA), Jonathan Toccoli (University of the Pacific, Stockton, CA, USA), Joseph A Kitchen (0000-0003-2356-3407, University of Miami, Coral Gables, FL, USA), Rosemary J Pérez (0000-0002-4005-4172, Iowa State University, Ames, IA, USA) |
| Ano | 2020 |
| Volume | 64 |
| Fascículo | 3 |
| Páginas | 253-275 |
| Data de publicação | 2020-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | American Behavioral Scientist (JOURNAL) |
| Identificadores do periódico | ISSN: 0002-7642 • E-ISSN: 1552-3381 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0002764219869419 |
| OpenAlex | W2971284094 |
| Idioma | EN |
| Citações recebidas | 7 |
| Referências citadas | 17 |
Postsecondary institutions often create support programs to encourage the academic success of underserved students. Comprehensive college transition programs have been posited as one approach that provides wraparound support for the first 2 years students attend college. In this article, we use validation theory to explore how a Comprehensive college transition programs can create academically validating experiences for underserved students, many of whom are first-generation and racially minoritized. Our study confirms that how program elements are implemented is more important that what elements are included within a support program. The overarching finding that emerged is that programs can be designed to provide reassurance along with allowing second chances, which creates the space for vulnerability and risk taking to occur. This process creates the context for academically validation experiences for underserved students
At-risk students · Computer security · Context (archaeology) · Mathematics education · Medical education · Process (computing) · Transition (genetics) · Vulnerability (computing) · Computer Science · Education and Military Integration · Education Systems and Policy · Higher Education Research Studies · Medicine · Psychology
A Systematic Multiple Studies Review of Low-Income, First-Generation, and Underrepresented, STEM-Degree Support Programs
Individual and Collective Learning Through Professional Learning Communities
Program Staff as Facilitators of Academic Self–Efficacy, Academic Behavioral Change, and Achievement among Low–income, First–Generation, and Minoritized Students
“Dangerous, Demeaning, and Immoral”
How Relationships Support and Inform the Transition to Community College
The Role of Academic Validation in Developing Mattering and Academic Success
Identity-Conscious Strategies to Engage At-Promise Students in a Learning Community
Validating culturally diverse students
Radiocarbon and DNA evidence for a pre-Columbian introduction of Polynesian chickens to Chile
Participant observation
The Research Act
Reproduction in Education, Society and Culture
Why Triangulate
Recognizing and Serving Low-Income Students in Higher Education
Naturalistic inquiry
Unseen disadvantage
| Obras citantes distintas | 7 |
|---|---|
| Citações por ano | 1,17 |
| Intervalo de citações | 2020 - 2026 (7) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 7 |