Empirically Defining Validation, Sense of Belonging, and Na - PowerPoint Presentation

Slide1

Empirically Defining Validation, Sense of Belonging, and Navigational Actions for Students in Diverse Institutions: The Diverse Learning Environments Survey

Sylvia Hurtado, Ph.D.Marcela CuellarChelsea Guillermo-WannPaolo Velasco

May 31, 2010Association for Institutional ResearchChicago, IL

A project funded by the Ford FoundationSlide2

Empirically examine innovative and established constructs in the Diverse Learning Environments pilot survey (DLE)General validationValidation by faculty in the ClassroomSense of belonging

Navigational actionGoal: Establish constructs that can be used to empirically examine relationships with student outcomesPurposeSlide3

Assist educators in advancing the success of diverse studentsAssess undergraduate skills for work and citizenship in a pluralistic democracyCreate the conditions for realizing the benefits of diversity in the learning processIncrease retention rates and improve the assessment of retention

Research Project Purpose & GoalsSlide4

Research:Diverse Learning Environments Survey

Campus Case Studies of 8 InstitutionsNational Retention Study (Clearinghouse)Practice:Institute for the Critical Analysis of Quantitative Data (July 13 – 15)

Diversity Research Institute (August 4 – 6)Project ComponentsSlide5

Review of the Literature

Sense of BelongingValidationNavigational Action & CapitalSlide6

Comprises cognitive and affective elementsCognitive level: information about experiences with a group as a whole and other group membersAffective level: feelings that reflect the individual’s appraisal of their experiences with the group

(Bollen & Hoyle, 1990)Original factor itemsI feel a sense of belonging to …I feel that I am a member of the … communityI see myself as part of the … communitySense of BelongingSlide7

Utilized in higher education research as a psychological sense of integrationIllustrates the interplay between the individual and the institution (Hurtado & Carter, 1997)Original Bollen & Hoyle (1990) items modified to include broader concepts of cohesion

DLE uses the original constructSense of BelongingSlide8

Factors Influencing Sense of Belonging Perceptions of the campus climate for both white and students of color (Hurtado et al, 2007; Locks et al, 2008)Positive interactions with diverse peers (Locks et al, 2008)

Different college predictors for different racial/ethnic groupsCourse-related faculty interaction, co-curricular involvement, and perceptions of supportive residential environments (Inkelas et al, 2007)Sense of Belonging Impacts Persistence (Hausmann et al, 2007)Sense of BelongingSlide9

Validation“Validation is an enabling, confirming and supportive process initiated by in- and out-of-class agents that foster academic and interpersonal development”

(Rendón, 1994)Differs from earlier theories on student persistence and learning (most notably Astin’s Theory of Involvement)Slide10

ValidationExamples of invalidationForms of validation

Academic validationInterpersonal validationOccurs both in- and out-of-classNever empirically examined at a national levelDLE includes measures of both general validation from faculty and staff and validation in the classroomSlide11

Validation Qualitative research has examined validationEffects of validation on student experiences

Feel capable of learningExperience a feeling of self worth Feel that they, and everything that they bring to the college experience, are accepted and recognized as valuable. Lacking validation, students feel crippled, silenced, subordinate, and/or mistrusted.Slide12

Navigation is critical for increasing academic goal attainment (AAC&U, 2002)Equip students with the necessary knowledge to make informed decisions about appropriate routes for their academic goals (AAC&U, 2002)

Actions and requisite knowledge represent navigational capital (Yosso, 2005)Students of color must develop academic resilience that enables them to navigate social institutions (Alva, 1991, Yosso, 2005; see Solorzano, Ceja & Yosso, 2000)Navigational Action & CapitalSlide13

Family & Community Support (Delgado Bernal, 2001; Solórzano &Villapando, 1998) Peer & Faculty Support (Solórzano, Ceja, &Yosso, 2000; Solórzano & Delgado Bernal, 2001; Solórzano & Villapando, 1998)

Identifying Career Goals & Multiple Paths to ItHaving a MentorJoining an Ethnic OrganizationDLE items measure navigational actions that demonstrate navigational capital at workIncludes individual and community agency for students of color (Yosso, 2005)

Variables Related to Navigational Action & CapitalSlide14

Integrated assessment of climate, diversity practice, and outcomesInclusive of diverse social identities

Modules targeting specific topicsLongitudinal when linked with other student data (e.g. other CIRP surveys, registrar data, etc.)Nationally available CIRP survey in Spring 2011Diverse Learning Environments Pilot SurveySlide15

Core SurveyModulesClassroom ClimateTransition into the MajorIntergroup Relations

Community College Students’ Transfer PathwayTransition Experiences for Transfer Students at four-year InstitutionsDLE Pilot Survey ComponentsSlide16

Online administration between January – May 201014 institutions (9 represented in this analysis)1 - community college (Midwest)3 - four-year private institutions (West, Midwest, East)

5 - four-year public universities (West)Target sample: cohorts of second year and third year studentsSome institutions chose to sample additional cohortsData CollectionSlide17

n = 3,306 undergraduate studentsRacial/ethnic demographics*Black – 6%Asian American/Asian/Pacific Islander – 19%Latina/o – 19%

White – 68%Native American – 6%Arab American/Arab – 2%Other – 2%Student characteristics11% Frosh, 31% Soph, 32% Junior, 25% Senior33% transfer and 9% re-entry students * Students could choose multiple categories

SampleSlide18

Structural Equation Modeling to conduct Confirmatory Factor AnalysisPartial correlationsCross-tabulations

Data AnalysisSlide19

Items

Factor LoadingsI see myself as part of the campus community.91I feel that I am a member of the campus community.95

I feel a sense of belonging to my campus.81

Sense of Belonging (

α

= .92)

Model-Fit Results

χ²

.000

df

0

NFI

1.000Slide20

Items

Factor LoadingsFaculty empower me to learn here.50At least one staff member has taken interest in my development

.88Faculty believe in my potential to succeed academically.76Staff encourage me to get involved in campus activities.49

Staff recognize my achievements

.66

At least one faculty member has taken interest

in my development

.89

General Validation (

α

= .86)

Model-Fit Results

χ²

458.7

df

9

CFI

.93Slide21

Items

Factor LoadingsInstructors were able to determine my level of understanding of course material.76Instructors provided me with feedback that helped judge my progress

.81I feel like my contributions were valued in class.82Instructors encouraged me to meet with them after or outside of class

.64

Instructors encouraged me to ask questions and participate in discussions

.72

I received recognition

for my work

.72

Classroom Validation (

α

= .88)

Model-Fit Results

χ²

390.23

df

9

CFI

.94Slide22

Factor

Sense of BelongingGeneral ValidationValidation in the ClassroomSense of Belonging---.57**

.37**General Validation.57**---.59**

Validation in the Classroom

.37**

.59**

---

Correlation between Factors

p < .01Slide23

Validation

ItemsSense of Belonging

GeneralClassDiscussed career

goals

.06***

.08***

.04*

Attended professor’s office hours

---

.06***

---

Participated in study groups

.05**

---

---

Creating

a plan to achieve career goals

.05**

.04*

.07***

Participated in faculty/mentor program

---

.05**

---

Participated in the

Ethnic or Cultural Center activities

.06***

.04*

---

Partial Correlations for Navigational Action

*** p < .001

** p < .01

* p < .05Slide24

Validation

ItemsSense of Belonging

GeneralClassUpper class peers

.08***

---

---

Peers in your same year

.08***

---

---

Academic counselors

---

-.08***

---

Faculty

.08***

.29***

.23***

Staff

.09***

.09***

---

Partial Correlations for Navigational Capital

*** p < .001

** p < .01

* p < .05

How often have you sought support from the following to successfully complete college?

(5 pt Likert scale: never, seldom, sometimes, often, very often)Slide25

Institutional Type

LowMiddleHighCommunity College10%69%

21%Four-year public18%66%16%

Four-year private

9%

68%

23%

General Validation Across Institutional Types

χ

² = 62.85

p < .001Slide26

Institutional Type

LowMiddleHighCommunity College15%61%

24%Four-year public20%66%14%

Four-year private

11%

70%

19%

Validation in the Classroom Across Institutional Types

χ

² = 66.28

p < .001Slide27

Empirically identified useful constructs of validation to capture student experienceUseful in revised conceptual models for retention and future researchStudent navigational actions are related to validation and sense of belonging, empowering students to learn

DiscussionSlide28

Seeking faculty support is key to increased general validation and within the classroomStaff are often left out of frameworks, however, preliminary research indicates they are importantFrequent use of academic counselors appear to influence a lower sense of general validationPeer networks are central to sense of belonging

DiscussionSlide29

Final validation of these and other innovative DLE constructsDevelop studies examining relationships between these constructs and key student outcomes, e.g. retentionNational launch of DLE survey through CIRP

Spring 2011Future DirectionsSlide30

Higher Education Research Institute

http://www.heri.ucla.edu Diverse Learning Environments Project Website: http://heri.ucla.edu/dleEmail: dleproject@gseis.ucla.edu

Phone: 310-267-5930Contact Us