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Offering a new approach to institutional practices, this book describes evidence-based strategies to create a campus culture conducive to truly supporting all students. We are at a critical crossroads in higher education, where large numbers of low-income, racially minoritized, and first-generation college students - referred to in this book as "at-promise students" - are attending college in greater numbers than ever, yet access has not translated to significantly improved retention and graduation rates. This book, therefore, proposes a realignment of existing initiatives to create campus-wide support through a new model of coordination.
The ideas presented in this book are the culmination of one of the largest studies of comprehensive college support programs for at-promise students. Chapters include illustrations of the key concepts and promising practices of the Promoting At-promise Student Success (PASS) Project, as well as guiding questions that can be used to facilitate conversations on campus. In this helpful resource, the authors address how student supports are delivered in validating ways, rather than focusing solely on what supports are offered, as has typically been the way institutions address the issues that at-promise students face.
This book is intended to provide guidance and support to educators who want to be a part of changing how higher education supports at-promise students toward increased equity.
List of contents
1. Introduction
Section One: Understanding the Institutional Challenges to Serving At-promise Students 2. At-promise Student Challenges and Inequities 3. Siloed Institutional Structures That Limit At-promise Student Success 4. Program of Study, Research Design, and Student Outcomes
Section Two: Introducing a Culture of Ecological Validation 5. Theoretical Underpinnings 6. A Culture of Ecological Validation That Supports At-promise Student Success 7. Educator Enactment of Ecological Validation to Center At-promise Students 8. Promising Practices Used to Support Ecological Validation 9. Student Experiences with Ecological Validation
Section Three: Expanding a Culture of Ecological Validation Across the Campus 10. Stakeholder Support of a Culture of Ecological Validation 11. Shared Leadership to Support Creating a Campus-wide Culture of Ecological Validation
About the author
Ronald E. Hallett is a lead research associate at the Pullias Center for Higher Education in the Rossier School of Education at the University of Southern California and a Professor of Education in the LaFetra College of Education at the University of La Verne, USA.
Adrianna Kezar is Dean's Professor of Leadership, Wilbur-Kieffer Professor of Higher Education, at the University of Southern California, USA, and Director of the Pullias Center for Higher Education within the Rossier School of Education.
Joseph A. Kitchen is an Associate Research Professor in the Pullias Center for Higher Education at the University of Southern California, USA.
Rosemary J. Perez is an Associate Professor in the Center for the Study of Higher and Postsecondary Education at the University of Michigan, USA.
Summary
Offering a new approach to institutional practices, this book describes evidence-based strategies to create a culture conducive to supporting all students. It is intended to provide guidance and support to educators who want to be a part of changing how higher education supports students toward increased equity.
