Community College Puente: A Validating model of Education

Rendón, Laura I.

doi:10.1177/0895904802016004010

Cited by 139 publications

(162 citation statements)

References 14 publications

Supporting

Mentioning

153

Contrasting

Unclassified

Order By: Relevance

“…Chang's (2005) Islander and Latino students were especially low. The findings of the study were consistent with past research (Braxton, Hirachy, & McClendon, 2004;Rendón, 2002) that has shown faculty-student interaction to positively influence a number of student outcomes and be of particular benefit to the academic achievement and persistence of students of color.…”

Section: Persistence Among Nontraditional Community College Studentssupporting

confidence: 81%

“…The research suggests that for language-minority students, motivation for attending and succeeding in college may differ greatly from their White American peers (Guiffrida, 2006;Rendón, 2002;Stage, 1989). Their goals, intentions, and motivation for academic success is determined by individual, yet characteristic, factors particular to this subgroup of minority students.…”

Section: Persistence Among Language-minority Community College Studentsmentioning

confidence: 99%

“…As a result of innovative and enhanced teaching approaches, ESL teachers are better prepared methodologically and pedagogically than they were 20 years ago (Cope & Hannah, 1975;Driscoll, 2007), and instructional resources and support services are improved and increased (Rendón, 2002). Still colleges seek new and different ways to increase the retention rates of language-minority students.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…In addition to factors identified in Tinto's (1996) framework of academic and social integration, the research has uncovered several factors related to enhancing language-minority student persistence. Rendón (2002) contends that validation is more significant than integration as an influence on the persistence and success of nontraditional and underserved students. Goal commitment was identified by Romano (1995) as one of the two most significant predictors of academic success for Hispanic women.…”

Section: Persistence Of Language-minority Students In Community Collegesmentioning

confidence: 99%

See 3 more Smart Citations

Predicting the In-Term Persistence of Community College English-as-a-Second-Language Students

Tonge¹

View full text Add to dashboard Cite

Section: Persistence Among Nontraditional Community College Studentssupporting

confidence: 81%

Section: Persistence Among Language-minority Community College Studentsmentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

Section: Persistence Of Language-minority Students In Community Collegesmentioning

confidence: 99%

See 2 more Smart Citations

Predicting the In-Term Persistence of Community College English-as-a-Second-Language Students

Tonge¹

View full text Add to dashboard Cite

“…Like all postsecondary students, Latinx community college transfer students benefit from support, caring, and validation from institutional agents who can further support their educational experiences (Dowd, Pak, & Bensimon, 2013;Rendón, 2002). Dowd et 1 Our use of Latinx is an attempt at inclusivity and recognition of the non-binary, trans*, and fluid nature of gender-as well as the continuous development of language and linguistic choices.…”

Section: Introductionmentioning

confidence: 99%

Mexican and Mexican American Student Reflections on Transfer: Institutional Agents and the Continued Role of the Community College

Cortez¹,

Castro²

2017

AMAE Journal

View full text Add to dashboard Cite

This qualitative analysis draws upon the experiences of six Mexican and Mexican American community college transfer students during the 2012-2013 academic year. Relying on literature regarding institutional agents, we examine students' reflections regarding pre-and post-transfer support from both institutional agents and structured student programs. We provide descriptive information about participation in key student support programs such as CAMP and TRiO SSS, which provided many students with introductions to institutional agents. A combination of programmatic support and guidance from individuals who acted as institutional agents assisted students in this study throughout the transfer process. Overall, individuals employed by the community college played key roles in the lives of Mexican and Mexican American community college transfer students pre-and post-transfer.

show abstract

2012

ASHE Higher Education Report

View full text Add to dashboard Cite

Executive Summary Foreword Acknowledgments The Case for a Comprehensive Model of College Readiness The Complexity of College Readiness Quasi‐Ecological Approaches to College Readiness The Next Generation of College Readiness Research Method and Organization The Human Ecology Framework Principles of Development in Ecological Systems Environmental Contexts Environmental Interactions: A Fully Ecological Model Individual: The Attributes of College Readiness Resource Characteristics Force Characteristics Demand Characteristics The Individual in an Ecological Context Microsystem: The Direct Experience of Students Academic Preparation in Schools Out‐of‐School Microsystems Direct Experience in an Ecological Context Mesosystem: A Network of Overlapping Relationships Cultural Capital and the Mesosystem Social Capital and Mesosystem Connectors College and High School Integration Overlapping Relationships in the Ecological Context Exosystem: The Site of Systemic and Structural Changes Precollege Intervention Programs School Reform Role of States Role of Federal Government Role of Foundations and Nonprofit Organizations Systems and Structures in Ecological Context Macrosystem: The Arena of Culture and Ideology Foundational Beliefs Language, Subculture, and Theory Culture and Ideology in the Ecological Context Chronosystem: The Role of Time in College Readiness Cohort and Era Sequence and Timing Developmental Change The Role of Time in Ecological Context The Ecological View of College Readiness The Ecology of College Readiness Using an Ecological Approach in Research and Evaluation Implications for Policy Implications for Practice Moving Toward an Ecological Approach to College Readiness References Name Index Subject Index About the Authors

show abstract

Community College Puente: A Validating model of Education

Abstract: Employing Rendón’s theory of validation, the validating elements in Community College Puente are identified. Implications for promoting access, use of involvement and validation theory, and employment of learning theory for nontraditional student populations are presented.

Cited by 139 publications

References 14 publications

Predicting the In-Term Persistence of Community College English-as-a-Second-Language Students

Predicting the In-Term Persistence of Community College English-as-a-Second-Language Students

Mexican and Mexican American Student Reflections on Transfer: Institutional Agents and the Continued Role of the Community College

Table of Contents

Contact Info

Product

Resources

About