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dc.contributor.advisor Attencio, Dr. Matt
dc.contributor.advisor Porfilio, Dr. Brad
dc.contributor.author Huynh, My-Lan Do
dc.date.accessioned 2019-07-15T19:20:04Z
dc.date.available 2019-07-15T19:20:04Z
dc.date.issued 2018-05-17
dc.identifier.uri http://hdl.handle.net/10211.3/211929
dc.description.abstract Currently, at the California State University (CSU) system, high volumes of college students are unable to succeed, as defined by the inability to persist and graduate, due to different challenges. Specifically, then, this study focuses on California State University East Bay (CSUEB), which has one of the lowest graduation rates across the CSU system and one of the widest graduation achievement gaps from reported demographics of underrepresented minority students as opposed to their counterparts. High attrition numbers, especially at elevated rates among non-traditional students, identify alarming disparities across students’ experiences within their college journey, and similarly, their ability to seek support and validating experiences on the campus. Important to note, underserved students come from a myriad of non-traditional backgrounds with overlapping identities that include different sets of assets and areas of challenges. Though underserved students may benefit from student support services catered to student retention and support initiatives, other studies identified that not all students have access or ability to utilize these structures. Prior research recommends incorporating institutional members, as exemplified by staff and faculty, as a key to assist in engaging students. Yet there is limited understanding and holistic data to reflect how interactions across all aspects of the campus serve as mechanisms to help students succeed. Based on theoretical frameworks regarding student validation, specifically Rendón’s (1994) Validation Theory, this study will utilize a qualitative case study approach that creates an intentional, holistic analysis to understand how underserved students’ experiences on campus are shaped, influenced, and/or affected by interactions with institutional members of the university.
dc.description.sponsorship Department of Educational Leadership for Social Justice
dc.format.extent xiii ; 196 p.
dc.subject Educational leadership
dc.subject.lcsh Graduation rates
dc.subject.lcsh College students -- California
dc.title Student Validation and Persistence in College: The Relationship of Underserved Students and Their Interactions with Institutional Members
dc.type Dissertation
dc.date.updated 2019-07-15T19:20:05Z
dc.language.rfc3066 en
dc.contributor.primaryAdvisor Plough, Dr. Bobbie
thesis.degree.name Doctor of Education
thesis.degree.name Doctorate in Educational Leadership for Social Justice

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