Ed.D. (Doctor of Education)
Department of Counseling and Higher Education (CAHE)
Guided by Rendón’s (1994) Validation Theory, this qualitative case study focused on first generation African American men students’ perceptions of academic and interpersonal validation they received from faculty at a minority serving community college and how such validating behaviors was instrumental to their success. Twenty first generation African American men students were interviewed. Findings indicate that when faculty demonstrate care and concern; are observant, approachable, and create interesting and stimulating class environments; are intentional in using encouraging and affirming validating words; and treat students as individuals and not just learners, first generation African American men students perceive them as supporting their academic success, personal development and social adjustment. Implications for practice and research are also discussed.
Page, Natalie Renee, "Faculty Supporting Community College Students' Academic Success, Personal Development and Social Adjustment: Perspectives of First-Generation African American Men Students" (2020). Graduate Research Theses & Dissertations. 7523.
Northern Illinois University
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