Scaling success for low-income, first-generation in college, and/or racially minoritized students through a culture of ecological validation.

Abstract

Drawing from a 5-year mixed methods study of the Thompson Scholar Learning Community (TSLC), we discuss how holistic, proactive, strengthens-oriented, identity conscious, collaborative and reflective norms create a culture of ecological validation wherein at-promise students can experience college success. These norms were then operationalized through the program structures and processes (leadership, socialization, language, space, and communication, ritual and traditions, working relationships and interactions) embedding them into the work of faculty, staff, and administrators. Our study provides empirical evidence of how a culture of ecological validation can provide scaled support for at-promise students. Lastly, this article contributes to the literature by combining three key concepts that have not been explored together — validation theory, college success cultures, and ecological systems theory focused on at-promise students.

Guidance for educators seeking to build validating relationships that promote college success for low-income students.

“…By studying the TSLC program’s approach to student support, the PASS team identified an empirically based student support model called ecological validation that offers a promising approach to address many of the challenges low-income college students face when connecting with and relating to others in what are often alienating and invalidating college environments (Kezar et al, 2022; Kitchen et al, 2021). Extending the work of Rendón’s (1994) validation theory and Bronfenbrenner’s (1994) ecological systems theory, the TSLC ecological validation model consists of educators (i.e., faculty and staff) across a web of college support contexts (e.g., advising meetings, social events, first-year seminars, shared courses taught by designated faculty) leveraging structured and informal opportunities to proactively reach out and initiate connections with students, to learn about their assets, strengths, and college goals, to affirm they have what it takes to succeed in college, and to broker and coordinate resources on campus to meet student needs and maximize their potential for college success (Kitchen et al, 2021).…”

“…Ecological validation recognizes the importance of relationship building with low-income students as one key step in implementing the student support model and reaping its benefits for student success (Kezar et al, 2022; Kitchen et al, 2021). For the purposes of this brief, we define relationships holistically as the platonic interpersonal ties that connect two people (e.g., faculty–student, staff–student) emotionally, intellectually, and/or socially.…”

“…A key part of relationship building in ecological validation is holistically engaging with students and their experiences, including their social class background. Because social class is often rendered invisible, an intentional focus on implementing these recommendations with an eye toward social class is critical and needed for at least four reasons: (a) higher education environments are often classist, alienating environments that are conducive to mistrust and a lack of connection for low-income students; (b) campuses continue to reflect traditional middle- and upper class norms, values, traditions, and ways of knowing that undervalue the habitus, values, and knowledge of low-income students, (c) class is, again, often rendered invisible and thus, to date, often not intentionally centered in the process of educator support and relationship building to the detriment of low-income students, and (d) low-income students often do not have the same guidance as their higher income counterparts that would compel them to initiate relationships with educators, and thus benefit from educators proactively reaching out to build relationships (Bettencourt, 2021; Kezar, 2011; Kezar et al, 2022; Kitchen et al, 2021; Martin, 2015; Means & Pyne, 2017; Soria et al, 2013). The following four recommendations promote relationship building with low-income students and enactment of ecological validation.…”

“…Low-income students navigate culturally alienating—often classist—environments where it may be difficult to form trusting connections and a sense of belonging (Bettencourt, 2021; Kezar, 2011; Kezar et al, 2022; Kitchen, 2023; Kitchen et al, 2021). However, educators who proved themselves to be a trustworthy advocate to students fostered open relationships and dialogues with low-income students who felt like they could openly share both personal and academic challenges they were facing without fear of judgment, disappointing the educator, or being “in trouble” when they shared a mistake or challenge they faced.…”

An ecological approach to creating validating support for low‐income, racially minoritized, and first‐generation college students

“…Making ecological validation a reality requires a program or institutional culture that centers at‐promise student experiences, strengths, goals, and needs. Toward this aim, educators and institutional leaders need to implement seven norms: holistic, proactive, strengths‐oriented, identity‐conscious, developmental, collaborative, and reflexive practice (Kezar et al., 2022). By enacting the norms, the campus structures, and processes (e.g., reward systems, socialization, messaging, budgeting priorities, and professional development) shift in ways that encourage ecologically validating practices by faculty, staff, administrators, and other educators.…”