| Title: |
Guidance for Educators Seeking to Build Validating Relationships That Promote College Success for Low-Income Students |
| Language: |
English |
| Authors: |
Joseph A. Kitchen; Rosemary Perez; Ronald Hallett; Robert Reason |
| Source: |
Journal of Diversity in Higher Education. 2025 18(1):S754-S759. |
| Availability: |
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: |
Y |
| Page Count: |
6 |
| Publication Date: |
2025 |
| Intended Audience: |
Teachers |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Low Income Students; Success; College Students; Teacher Student Relationship; At Risk Students; Teacher Role; Advocacy; Student Needs |
| DOI: |
10.1037/dhe0000568 |
| ISSN: |
1938-8926; 1938-8934 |
| Abstract: |
Low-income students make up an increasing share of college-goers, and yet they are significantly less likely than their more privileged peers to earn a college degree. Meaningful relationships between educators and students are crucial for supporting college success, however, making these connections can be particularly difficult for low-income students in college environments that privilege middle- and upper class ways of knowing, values, traditions, norms, and language. This practice brief presents empirically based recommendations to educators seeking to build validating, affirming relationships with low-income students that lay the groundwork for their college success. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1506313 |
| Database: |
ERIC |