1

Filling the Gap in Validation Theory

Tyler Davis

College of Education and Allied Professions, Western Carolina University

HESA 670: Professionalism in Higher Education: Becoming a Practitioner-Scholar

Dr. April Perry

April 14, 2021

 2

Filling the Gap in Validation Theory

Introduction

When reading about validation theory, it seems like something that would be simple; the

consistent validation of students leads to students feeling capable of succeeding both

academically and interpersonally. However, validation has the potential to do much more than to

build a student’s confidence and self-worth. Results from studies regarding mentoring programs

for marginalized populations, implications from student development theories, and national

statistics on graduation statics suggest there is a relationship between these things and validation

theory, thus creating a gap in the theory (Astin, 1999; Gibson, 2014; Hoffman & Wallach, 2005;

Snyder & Dillow, 2011; United States National Center for Education Statistics, 1999; 2014).

This gap I have identified suggest that not only do validated students feel capable of higher

performance, the validation of students by external agents actually leads to higher performance,

both academically and interpersonally. Through this paper, I will define and explain validation

theory as well as use a combination of student involvement theory, mentoring program studies,

and national data on graduation rates to support. This proposal is not of an informal theory but

will serve as an extension or improvement to Rendon’s (1994; 2011) validation theory.

Literature Review

Rendon (1994) defines validation as “an enabling, confirming and supportive process

initiated by in- and out-of-class agents that foster academic and interpersonal development,” (p.

44). This was part of a study that Rendon conducted to determine how student involvement in

both academic and interpersonal settings affected student learning. A total of 132 participants

were interviewed and Rendon found that the interviews with individuals of diverse racial and

ethnic backgrounds yielded five key findings (Rendon, 1994). Rendon (1994) found that
 3

traditional students seldom expressed concern for their academic performance while

nontraditional students (students of a diverse background) showed doubts about the potential to

succeed. Furthermore, Rendon (1994) found that nontraditional students could be transformed

into powerful learners through in and out of class validation, which she also said could be the

missing link to a nontraditional student’s involvement.

Throughout her article, Rendon (1994) shares experiences from students who participated

in the interviews. She shares the experiences of students who felt invalidated as well as the

students who experienced validation from external agents. When students are validated, whether

by in- or out-of-class external agents in an interpersonal or academic capacity, students believed

and felt more confident about their ability to be successful (Rendon, 1994). An example of

student validation from faculty could include faculty showing an interest in a student’s personal

development and academic and interpersonal success. Additionally, validation from faculty or

staff could come from advising sessions with students as well as casual conversations.

A source of support for this proposal is found in Astin’s student involvement theory.

Astin (1999) says involvement refers to the quality and quantity of physical and psychological

energy a student puts into their college experience. In addition to academic work and

extracurricular activities, this involvement can also be the amount and quality of interaction a

student has with faculty or other institutional personnel (Astin, 1999). This interaction with

faculty and other institutional personnel includes validation a student may receive. The theory of

student involvement concludes that the greater the amount of involvement, albeit academic,

extracurricular, interaction with faculty or staff, or a combination of all three, the result is

increased student learning and personal development (Astin, 1999). The idea that faculty

interaction promotes and leads to academic success is also mentioned by Roberts and Styron
 4

(2010). Faculty approachability, which can include discussing grades; receiving prompt

feedback; and/or working with faculty on research or other tasks other than coursework, is a key

principle in a student’s success in college (Roberts & Styron, 2010). Each of these forms of

faculty approachability can be different variations of validation.

Another student development theory that supports this proposal is Schlossberg’s theory

of marginality and mattering. Schlossberg (1989) describes marginality as the sense of not fitting

in or the feeling that one does not matter [to others]. This feeling of being marginal can lead to

self-consciousness, irritability, and depression. These feelings can ultimately lead to a student

regressing from involvement, thus reducing the amount of student learning and development.

Mattering, however, is defined by Schlossberg (1989) as “our belief, whether right or wrong, that

we matter to someone else,” (p. 9). A way students can feel a sense of mattering is through

validation. This validation can come from faculty, staff, administrators, or even other students.

Since student success is linked to mattering and mattering precedes involvement, which then

leads to a greater learning and development, it can be inferred that mattering leads to student

learning and development.

Additionally, studies regarding mentoring programs also support this extension proposal

for Rendon’s theory. Mentoring programs are factors that contribute to the academic success of

students enrolled in college (Gibson, 2014; Hoffman & Wallach, 2005). A study that measured

the effectiveness of mentoring on community colleges students found that students, particularly

minority male students, who worked with mentors or participated in a mentoring program

showed higher self-esteem, a higher internal locus of control, and higher academic performance

(Hoffman & Wallach, 2005). According to Jaswal (2008) “the earlier a student is connected to

the social and academic systems of the college the greater their academic achievement and thus
 5

their commitment to graduating,” (p. 55). This increase in graduation commitment as a result of

connection to social and academic systems, such as a mentoring program, can be directly

correlated with the validation a student receives while in those systems.

The increase in graduation rates can also be directly tied to Rendon’s validation theory.

Furthermore, the National Center for Education Statistics report shows an increase in graduation

rates from the years 1996 to 2006. In 2000, six years after Rendon published her theory on

validation, the graduation rate for first time, bachelor degree seeking students graduating within

four years was 36.1% (United States National Center for Education Statistics, 2014). This was a

2.4% increase from 1996, two years after validation theory was released. The percentage

continued to climb each year after with 36.7% in 2003, 37.9% in 2004, 38.6% in 2005, and 39%

in 2006.

The graduation rate percentage is higher for students graduating within five or six years

of enrolling (United States National Center for Education Statistics, 2014). For example,

graduation rates for students graduating within six years in 2006 was 56.5% for men and 61.4%

for women. The aforementioned statistical data was for a total count of students. When breaking

down the information by race/ethnic background, the numbers still rise steadily. Hispanic male

students graduating within 5 years had a graduation rate of 34.4% in 1996 and a 41.4% in 2006

(United States National Center for Education Statistics, 2014). The following charts from the

U.S.N.C.E.S. support these claims and provide a visual.

 6

The continuous climb of graduation rates did not stop here. The number of conferred

degrees continued to increase from 1998-2010 (Snyder & Dillow, 2011). Snyder and Dillow

(2011) said, “During this period, associate’s degrees increased by 41 percent, bachelor’s degrees

increased by 33 percent, master’s degrees increased by 49 percent, first-professional degrees

increased by 17 percent, and doctor’s degrees increased by 54 percent,” (p. 283). The rapid

increase of degree conferrals across higher education can be seen as a result of the

implementation of validation theory. Prior to Rendon’s release of validation theory, degree

conferrals and graduation rates were not in the higher percentages as compared to after. These

numbers increased at a slower rate when looking at academic years prior to Rendon’s validation

theory (United States National Center for Education Statistics, 1998).

Call for Action and Further Research

Rendon (1994) defines validation as, “an enabling, confirming and supportive process

initiated by in- and out-of-class agents that foster academic and interpersonal development,” (p.
 7

44). She concluded that students who are validated tend to experience higher levels of

confidence, self-worth, and the belief that they can succeed academically and interpersonally.

Validation as a constant process of support for students leads to higher performance. Student

involvement, student mentoring, mentoring programs, and graduation rates over the last twenty-

five years all suggest that the validation of students actually leads to a higher performance, both

academically and interpersonally.

An opportunity for further research on validation theory truly leading to higher academic

and interpersonal performance would be to evaluate the relationship between rising graduation

rates and students who felt consistently validated throughout their collegiate experience. Another

area of further research would be to conduct a study on the academic performance of students

who are and student who are not validated. As educators, there is a level of responsibility to

continue this research to better understand the outcomes of applying student development theory

and to better support our students. It is crucial that in addition to validating our students, we, as

student affairs professionals, assist in their involvement and give them a sense of mattering while

in higher education. Combining the practice of Astin’s theory of student involvement,

Schlossberg’s marginality and mattering theory, and Rendon’s validation theory will not only

promote and foster student success, but it will also ensure that our students become the best

version of themselves holistically.

 8

References

Astin, A. W. (1999) Student involvement: A developmental theory for higher education. Journal

of College Student Development, 40(5), 518-529.

Gibson, Y. B. (2014). The impact of mentoring programs for African American male community

college students. Journal of Mason Graduate Research, 1(2), 70-82.

Hoffman, A. & Wallach, J. (2005). Effects of mentoring on community college students in

transition to university. Community College Enterprise, 11(1), 67-78.

Jaswal, F. & Jaswal, T. (2008). Tiered Mentoring to Leverage Student Body Expertise. New

Directions for Community Colleges, 144, 55-61.

Rendon, L. I. (1994, Fall). Validating culturally diverse students: Toward a new model of

learning and student development. Innovative Higher Education, 19(1), 33-51.

Rendon Linares, L. I., & Muñoz, S. M. (2011). Revisiting validation theory: Theoretical

foundations, applications, and extensions. Enrollment Management Journal, 2(1), 12–33.

Roberts, J., & Styron, R. (2010). Student satisfaction and persistence: Factors vital to student

retention. Research in Higher Education Journal, 6(3), 1–18.

Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. New

Directions for Student Services, 48, 5-15.

Snyder, T.D., & Dillow, S.A. (2011). Digest of education statistics 2010 (NCES 2011-015).

National Center for Education Statistics, Institute of Education Sciences, U.S.

Department of Education. Washington, DC.

United States National Center for Education Statistics. (1998). Bachelor's degrees conferred by

institutions of higher education, by racial/ethnic group and sex of student: 1976-77 to

1995-96 [Data file]. Retrieved from https://nces.ed.gov/programs/digest/d98/d98t264.asp

 9

United States National Center for Education Statistics. (2014). Graduation rates of first-time,

full-time bachelor's degree-seeking students at 4-year postsecondary institutions, by

race/ethnicity, time to completion, sex, and control of institution: Selected cohort entry

years, 1996 through 2006 [Data file]. Retrieved from

https://nces.ed.gov/programs/digest/d13/tables/dt13_326.10.asp