Description
To meet the increasing demands for more STEM graduates, United States (U.S.) higher education institutions need to support the retention of minoritized populations, such as first-generation Latinas studying engineering. The theories influencing this study included critical race theory, the theory of validation, and community cultural wealth. Current advising practices, when viewed through a critical race theory lens, reinforce deficit viewpoints about students and reinforce color-blind ideologies. As such, current practices will fail to support first-generation Latina student persistence in engineering. A 10-week long study was conducted on validating advising practices. The advisors for the study were purposefully selected while the students were selected via a stratified sampling approach. Validating advising practices were designed to elicit student stories and explored the ways in which advisors validated or invalidated the students. Qualitative data were collected from interviews and reflections. Thematic analysis was conducted to study the influence of the validating advising practices. Results indicate each advisor acted as a different type of validating “agent” executing her practices described along a continuum of validating to invalidating practices. The students described their advisors’ practices along a continuum of prescriptive to developmental to transformational advising. While advisors began the study expressing deficit viewpoints of first-generation Latinas, the students shared multiple forms of navigational, social, aspirational, and informational capital. Those advisors who employed developmental and transformational practices recognized and drew upon those assets during their deployment of validating advising practices, thus leading to validation within the advising interactions.
Details
Title
- Validation theory into practice: asset-based academic advising with first-generation Latina engineering college students
Contributors
- Coronella, Tamara (Author)
- Liou, Daniel D (Thesis advisor)
- Bertrand, Melanie (Committee member)
- Ganesh, Tirupalavanam G. (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2018
Subjects
- Education (Higher)
- Educational leadership
- Academic advising
- First-generation
- Education (Higher)
- Latina
- Persistence
- STEM
- Hispanic American women college students--Education (Higher)--United States.
- Hispanic American women college students
- First-generation college students--Education (Higher)--United States.
- First-generation college students
- Women engineering students--Education (Higher)--United States.
- Women engineering students
- Counseling in higher education--United States--Evaluation.
- Counseling in higher education
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ed.D., Arizona State University, 2018
- bibliographyIncludes bibliographical references (pages 157-169)
- Field of study: Educational leadership and policy studies
Citation and reuse
Statement of Responsibility
by Tamara Coronella