Employing Rendón’s theory of validation, the validating elements in Community College Puente are identified. Implications for promoting access, use of involvement and validation theory, and employment of learning theory for nontraditional student populations are presented.
Get full access to this article
View all access options for this article.
References
1.
Almanac Issue 2001-2 [Special issue]. (2001). Chronicle of Higher Education, August 31.
2.
Astin, A.
(1985). Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass.
3.
Belenky, M.
, Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
4.
Bourdieu, P.
(1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research in the sociology of education (pp. 241-258). New York: Greenwood Press.
5.
Burgis, L. (2000). How learning communities foster intellectual, social and spiritual growth in students. Unpublished doctoral dissertation, Arizona State University, Tempe.
6.
California Tomorrow
(in press). A new look at the California community colleges: Keeping the promise alive for students of color and immigrants. Oakland, CA: Author.
7.
Cazden, C. B.
(2002). A descriptive study of six High School Puente classrooms. Educational Policy, 16, 496-521.
8.
Clark, B. R.
(1960). The open door college: A case study. New York: McGraw Hill.
9.
Cooper, C. R.
(2002). Five bridges along students’pathways to college: A developmental blueprint of families, teachers, counselors, mentors, and peers in the Puente project. Educational Policy, 16, 607-622.
10.
Freire, P.
(2000). Pedagogy of the oppressed. (30th-anniversary ed.). New York: Continuum.
11.
Gándara, P., Mejorado, M., Gutiérrez, D., & Molina, M. (1998). Final report of the evaluation of High School Puente, 1994-1998. Unpublished manuscript, University of California, Davis.
12.
Garza, H. (1997). An examination of institution-related factors and their effect on student transfer. Unpublished doctoral dissertation, University of Michigan, Ann Arbor.
13.
Gilligan, C.
(1982). In a different voice. Cambridge, MA: Harvard University Press.
14.
Goldberg, N. R.
(1996). Lookingbackward, lookingforward. In N. Goldberger, J. Tarule, C. Blythe, & M. Belenky (Eds.), Knowledge, difference and power (pp. 1-21). New York: Basics Books.
15.
González, N.
, & Moll, L. (2002). Cruzando el Puente: Building bridges to funds of knowledge. Educational Policy, 16, 623-641.
16.
Grubb, W. N.
, Lara, C. M., & Valdez, S. (2002). Counselor, coordinator, monitor, mom: The roles of counselors in the Puente program. Educational Policy, 16, 547-571.
17.
Harvey, W.
(2001). Minorities in higher education, 2000-2001. Washington, DC: American Council on Education.
18.
Held, D.
(1980). Introduction to critical theory. Berkeley/Los Angeles: University of California Press.
19.
Holloway, W.
, & Jefferson, T. (2000). Doing qualitative research differently. Thousand Oaks, CA: Sage.
20.
hooks, b.
(1994). Teaching to transgress. New York: Routledge.
21.
Hurtado, A.
(1996). Strategic suspensions: Feminists of color theorize the production of knowledge. In N. Goldberger, J. Tarule, C. Blythe, & M. Belenky (Eds.), Knowledge, difference and power (pp. 372-388). New York: Basic Books.
22.
Jalomo, R. E. (1995). Latino students in transition: An analysis of the first-year experience in community college. Unpublished doctoral dissertation, Arizona State University, Tempe.
23.
Lather, P.
(1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.
24.
Lieblich, A.
, Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research (Applied Social Research Methods Series, Vol. 47), Thousand Oaks, CA: Sage.
25.
Guba, E. G.
, & Lincoln, Y. S. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
26.
Orfield, G.
, & Ashkinaze, C. (1991). The closing door: Conservative policy and Black opportunity. Chicago: University of Chicago Press.
27.
Palmer, P. J.
(1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.
28.
Pradl, G. M.
(2002). Linking in structional intervention and professional development: Usingthe ideas behind Puente high school English to inform educational policy. Educational Policy, 16, 522-546.
29.
Puente Project
(1997). Puente community college program by the numbers. Oakland, CA: Author.
30.
Rendón, L. I.
(1992). From the barrio to the academy: Revelations of a Mexican American scholarship girl. In S. Zwerling & H. London (Eds.), First-generation students: Confronting the cultural issues. New Directions for Community Colleges, 80, 55-64.
31.
Rendón, L. I.
(1994). Validating culturally diverse students: Toward a new model of learningand student development. Innovative Higher Education, 19(1), 33-50.
32.
Rendón, L. I.
(1996, November/December). Life on the border. About Campus, 1, 14-19.
33.
Rendón, L. I.
(2000). Academics of the heart. About Campus, 5(3), 3-5.
34.
Rendón, L. I.
, Jalomo, R. E., & Nora, A. (2000). Theoretical considerations in the study of minority student retention. In J. Braxton (Ed.), Rethinking the departure puzzle: New theory and research on college student retention (pp. 127-156). Nashville: Vanderbilt University Press.
35.
Spence, D. P.
(1982). Narrative truth and historical truth: Meaning and interpretation in psychoanalysis. New York: Norton.
36.
Spence, D. P.
(1986). Narrative smoothingand clinical wisdom. In T. R. Sarbin (Ed.), Narrative psychology: The storied nature of human conduct (pp. 211-232). New York: Praeger.
37.
Terenzini, P.
, Rendón, L. I., Upcraft, L., Millar, S., Allison, K., Gregg, P., et al. (1994). The transition to college: Diverse students, diverse stories. Research in Higher Education, 35(1), 57-73.
38.
Varela, F.
, & Shear, J. (Eds.). (1999). The view fromwithin. First-person approaches to the study of consciousness. Bowling Green, OH: Imprint Academic Philosophy Documentation Center.
