{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79953"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79953","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"*Validation Experiences and Persistence Among Urban Community College Students","abstract":"Sub-constructs of faculty validation emerged, with items loading onto four components: students known and valued, good instruction, appreciation for diversity, and mentoring. Faculty validation was found to strongly predict students' sense of integration; each of the sub-constructs of faculty validation predicted student integration at a moderate to strong level, with good instruction the strongest predictor. Faculty validation modestly predicted students' intent to persist; two sub-constructs of faculty validation modestly predicted intent to persist---students known and valued and mentoring. Student integration modestly predicted intent to persist. Faculty validation's effect upon intent to persist was indirect, mediated through students' sense of integration.","abstract_html":"Sub-constructs of faculty validation emerged, with items loading onto four components: students known and valued, good instruction, appreciation for diversity, and mentoring. Faculty validation was found to strongly predict students' sense of integration; each of the sub-constructs of faculty validation predicted student integration at a moderate to strong level, with good instruction the strongest predictor. Faculty validation modestly predicted students' intent to persist; two sub-constructs of faculty validation modestly predicted intent to persist---students known and valued and mentoring. Student integration modestly predicted intent to persist. 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