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Abstract

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This study examined culturally validating (CV) pedagogy on psychological distress, sociocultural factors, and markers of college success at a Hispanic-Serving Institution in a majority Latinx student population. Students in courses with higher levels of CV reported a stronger ethnic identity, but less self-efficacy, than in courses with less CV. Levels of CV were also a moderator, such that when courses had higher CV levels and students reported less acculturative stress, students reported more persistence. CV pedagogy may be a useful tool in navigating college success.

Keywords

persistence ethnic identity validation theory Latinx acculturative stress

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The Role of Culturally Validating Pedagogy on Psychological Distress,Sociocultural Factors,and Markers in Students at a Hispanic-Serving Institution

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