Through interviews with nine Latina/o students enrolled in a 2-year Hispanic-Serving Institution (HSI), this study examined their interactions with faculty utilizing validation theory as a guiding framework. Findings demonstrate the critical role faculty serve as validating agents and the importance of supporting 2-year HSIs faculty to practice validating experiences. Validating faculty interactions have the potential to increase Latina/o community college student’s sense of belonging, persistence, and academic self-concept.
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