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Title:*Validation Experiences and Persistence Among Urban Community College Students
Author(s):Barnett, Elisabeth
Doctoral Committee Chair(s):Bragg, Debra D.
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Higher
Abstract:Sub-constructs of faculty validation emerged, with items loading onto four components: students known and valued, good instruction, appreciation for diversity, and mentoring. Faculty validation was found to strongly predict students' sense of integration; each of the sub-constructs of faculty validation predicted student integration at a moderate to strong level, with good instruction the strongest predictor. Faculty validation modestly predicted students' intent to persist; two sub-constructs of faculty validation modestly predicted intent to persist---students known and valued and mentoring. Student integration modestly predicted intent to persist. Faculty validation's effect upon intent to persist was indirect, mediated through students' sense of integration.
Issue Date:2006
Type:Text
Language:English
Description:202 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.
URI:http://hdl.handle.net/2142/79953
Other Identifier(s):(MiAaPQ)AAI3250210
Date Available in IDEALS:2015-09-25
Date Deposited:2006


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