Community College Puente: A Validating model of Education

By Laura I. Rendón. 2002

226 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c6a89e356a9a18dc7720917c4f813642ebaf8e00

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Citations in the corpus

The Multiple Dimensions of Transfer: Examining the Transfer Function in American Higher Education (2017, background): “Ultimately, the vertical transfer gap is widened for students who do not fit the mold of a traditional student (Rendón, 2002) and differs by socioeconomic status, gender, and various life experiences (Wood et al.”
Understanding the Racial Transfer Gap: Modeling Underrepresented Minority and Nonminority Students’ Pathways from Two-to Four-Year Institutions (2014, background): “…cultures and programs that respond to specific cultural needs of an institution’s URM groups, such as the Puente program for Latino students (Gandara, 2002) can have positive influences on their likelihood of transfer (Gandara et al., 2012; Hagedorn, 2010; Nuñez & Elizondo, 2013; Rendón, 2002).”
Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students (2014, background): “…Fusco 315 mentor on adult learners’ overall educational experience has been stated with students at community colleges (Chavez, 2006; Mancuso, 2001; Rendón, 2002), 4-year colleges and universities (Mancuso, 2001; Pusser et al., 2007), and adult learners across all types of educational settings…”
Validation Experiences and Persistence among Community College Students (2010, methodology): “Although Rendón (1994, 2002) offered validation as an alternative to integration, it may also be viewed as a precondition for integration.”
The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist (2015, result): “The study, consistent with the work of other researchers (Barnett, 2011; Rendón, 1994, 2002; Santos & Reigadas, 2002; Schlossberg, 1989; Suarez, 2003; Tovar, Simon, & Lee, 2009; Zalaquett & Lopez, 2006), demonstrated that receiving support, caring, and validation from institutional actors…”