february 19, 2011 31 st annual conference on the first-year experience san antonio, tx
TRANSCRIPT
Beyond Engagement:Improving Persistence Through
Validation Theory
John H. PryorHigher Education Research Institute at
UCLA
February 19, 201131st Annual Conference on the First-Year Experience
San Antonio, TX
Traditional Views on Student Development
Alexander Astin› Theory of Involvement
“Students learn by becoming involved” (Astin, 1985)
Vince Tinto› Theory of Student Departure
“Integration is the extent to which the individual shares the normative attitudes and values of peers and faculty in the institution…” (Pascarella & Terenzini, 2005)
Academic integration Social integration
Retention to Sophomore Year4 yr institutions
Source: National Center for Education Statistics, IPEDS
Monitoring engagement in academic and social activities is not enough.
Many students, such as those
attending broad access institutions, are limited in how they can approach college.
Work Family
Integration?
Building up institutional integration can break down pre-existing connections
Has been especially emphasized as inappropriate with racial and
ethnic minority students
“Validation is an enabling, confirming and supportive process initiated by in- and out-of-class agents that foster academic and interpersonal development”
-Rendón, 1994
Validation
Puts responsibility not just with the student to “integrate,” but also with the institution to invite involvement.
Occurs in and out of class
Forms of validation› Academic validation› General Interpersonal validation
Validation
Previously never empirically examined at a national level
CIRP’s YFYC and DLE surveys include measures of both general validation from faculty and staff and validation in the classroom
FreshmanSurvey
YFCY CSS
HERI Faculty Survey
Funded Research
• Ford Foundation• National Institutes of Health• National Institute of Science
DLE
Diverse Learning Environments Survey
New CIRP instrument in 2011 The DLE captures:
› Institutional climate › Campus practices› Student learning outcomes
Separate versions for › 2-year (at least 24 credits)› 4-year institutions (Sophomores and Juniors)
Web based
Academic Validation in the Classroom (α = .895)
Items
Instructors provided me with feedback that helped me assess my progress in class
I feel like my contributions were valued in class
Instructors encouraged me to meet with them after or outside of class
Faculty were able to determine my level of understanding of course material
Instructors encouraged me to ask questions and participate in discussions
Please indicate how often you have experienced the following in class at this institution:
Academic Validation in the ClassroomYour First College Year Survey, 2011
Faculty encouraged me to ask questions and participate in discussions
Faculty provided me with feedback that helped me assess my progress in class
Felt that my contributions were valued in class
0% 20% 40% 60% 80% 100%
58%
39%
41%
37%
54%
52%
Frequently Occasionally
Academic Validation in the Classroom Your First College Year Survey, 2011
Faculty showed concern about my progress
Faculty encouraged me to meet with them outside of class
0% 20% 40% 60% 80% 100%
15%
20%
56%
61%
Strongly Agree Agree
General Interpersonal Validation(α = .864)
Items
At least one faculty member has taken an interest in my development
At least one staff member has taken an interest in my development
Faculty believe in my potential to succeed academically
Staff recognize my achievements
Faculty empower me to learn here
Staff encourage me to get involved in campus activities
Please indicate the extent to which you agree or disagree with the following statements:
General Interpersonal Validation Your First College Year Survey, 2011
Staff encourage me to get involved in campus activities
Staff recognize my achievements
At least one faculty member has taken an interest in my development
At least one staff member has taken an interest in my development
Faculty empower me to learn here
Faculty believe in my potential to succeed academically
0% 20% 40% 60% 80% 100%
17%
13%
26%
34%
19%
26%
55%
63%
59%
52%
68%
63%
Strongly Agree Agree
Navigation is critical for increasing academic goal attainment (AAC&U, 2002)› Equip students with the necessary knowledge to make informed
decisions about appropriate routes for their academic goals (AAC&U, 2002)
› Actions and requisite knowledge represent navigational capital (Yosso, 2005)
Students of color must develop academic resilience that enables them to navigate social institutions› (Alva, 1991, Yosso, 2005; see Solorzano, Ceja & Yosso, 2000)
Navigational Action & Capital
Navigation
Disability resource center
Student psychological services
Career services
Writing center
Financial aid advising
Study skills advising
Student health services
Academic advising
0% 20% 40% 60% 80% 100%
3%
4%
4%
8%
6%
10%
7%
18%
6%
12%
28%
33%
35%
33%
49%
68%
Frequently Occasionally
Navigation
Use the institution's course catalog (paper or online)
Used the institution's website to learn about campus resources
0% 20% 40% 60% 80% 100%
28%
26%
57%
60%
Frequently Occasionally
