Faculty Validation and Persistence Among Nontraditional Community College Students

Barnett, Elisabeth

Community colleges enroll large numbers of nontraditional students who are at greater risk for non-persistence in college. This research examines the influence of validation by faculty on students’ sense of integration in college and intent to persist. Three student characteristics were taken into account: gender, race/ethnicity, and age. For each sub-group, an assessment was made of the extent to which higher rates of faculty validation predicted a greater sense of integration or intent to persist. Higher rates of faculty validation moderately to strongly predicted students’ sense of integration. With regard to the extent to which faculty validation predicts students’ intent to persist at the college, significant, positive results were found for females, Hispanic students, and both younger and older students.


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More About This Work

Academic Units
Community College Research Center
Community College Research Center, Teachers College, Columbia University
Published Here
March 28, 2014