Faculty Validation and Persistence Among Nontraditional Community College Students

dc.contributor.author	Barnett, Elisabeth A.	en
dc.date.accessed	2019-06-07	en
dc.date.accessioned	2019-07-02T17:07:04Z	en
dc.date.available	2019-07-02T17:07:04Z	en
dc.date.issued	2008-02-01	en
dc.description.abstract	This article examines the extent to which community college students' experiences with validation by faculty contributed to their sense of academic integration in college and their intent to persist in college. Previous research on persistence has focused on student characteristics, academic preparedness, financial challenges, or out-of-class experiences; until now, faculty's role in influencing student persistence decisions has been largely unstudied.	en
dc.description.sponsorship	Community College Research Center Teachers College, Columbia University	en
dc.format.mimetype	application/pdf	en
dc.identifier.sourceurl	https://ccrc.tc.columbia.edu/media/k2/attachments/faculty-validation-persistence.pdf	en
dc.identifier.uri	http://hdl.handle.net/10919/90823	en
dc.language.iso	en	en
dc.publisher	Community College Research Center Teachers College, Columbia University	en
dc.rights	Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	en
dc.subject	college life	en
dc.subject	academic achievement	en
dc.subject	college experience	en
dc.title	Faculty Validation and Persistence Among Nontraditional Community College Students	en
dc.type	Article	en
dc.type.dcmitype	Text	en

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