Abstract

The purpose of this correlational research was to examine the extent to which community college students' experiences with validation by faculty (Rendon, 1994, 2002) predicted: (a) their sense of integration, and (b) their intent to persist. The research was designed as an elaboration of constructs within Tinto's (1993) Longitudinal Model of Institutional Departure. Four sub-constructs of faculty validation emerged: students known and valued, caring instruction, appreciation for diversity, and mentoring. Students who experienced higher levels of faculty validation were more likely to feel a sense of integration in the college; faculty validation modestly predicted students' intent to persist.

pdf

Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 193-230
Launched on MUSE
2010-12-16
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.