RESEARCH
Peer-Reviewed Research & Working Papers
The Promoting At-Promise Student Success (PASS) project has generated a significant amount of peer-reviewed research and working papers related to how programs and institutions might best support at-promise students. Below is a collection of that research organized by subject. New research will be added as the project progresses.
Achievement
The potential of and mechanisms for a hub of innovation on campus to support changes for low-income, first generation, and racially minoritized college students
Res High Educ 63, 1237–1260 (2022)
Kezar, A., Perez, R.J, & Swanson, E.
Balancing Time in College: Examining Time-Use and Academic Outcomes of Students in a Comprehensive College Transition Program.
N/A
Park, E.S., & Swanson, E. (2021)
Program staff as facilitators of academic self–efficacy, academic behavioral change, and achievement among low–income, first–generation, and minoritized students.
Journal of Student Affairs Research and Practice.
Rivera, G., Kitchen, J. A., & Cole, D. (2022).
The Possibilities and Precautions of Using the Designation “At-Promise” in Higher Education Research.
Journal of Postsecondary Student Success.
Bettencourt, G., Irwin, I., Todorova, R., Hallett, R., & Corwin, Z. B. (2023).
Expanding Student Success: An Experimental Evaluation of a Comprehensive College Transition Program.
Taylor & Francis Online.
Melguizo, T., Martorell, F., Swanson, E., Chi, E., Park, E. & Kezar, A. (2020).
Examining the Relationship Between Psychosocial and Academic Outcomes in Higher Education: A Descriptive Analyses.
Pullias Center for Higher Education.
Swanson, E., Melguizo, T. & Martorell, F. (2020).
Career Self-Efficacy
At-Promise College Student Major and Career Self-Efficacy (MCSE) Ecology Model.
Journal of Diversity in Higher Education.
Kitchen, J., Kezar, A., & Hypolite, L. (2021).
Promoting College Students’ Major and Career Self-Efficacy through Validating Support.
Journal of College Student Development.
Kitchen, J. (2021).
Developing Major and Career Self-Efficacy Among At-Promise Students: The Role of a Comprehensive College Transition Program.
Journal of College Student Retention: Research, Theory & Practice.
Hypolite, L. I., Kitchen, J. A., & Kezar, A. (2022).
The Tensions of Teaching Low-Income Students to Perform Professionalism.
Online First Publication.
Rosemary J. Perez, Genia M. Bettencourt, Liane I. Hypolite, and Ronald E. Hallett (2022)
More Than a Pathway: Creating a Major and Career Ecology That Promotes the Success of Low-Income, First-Generation, and Racially Minoritized Students.
About Campus, 25(6), 4-12.
Kitchen, J. A., Kezar, A., & Hypolite, L. I. (2021).
Career Self-Efficacy: A Mixed-Methods Study of an Underexplored Research Area for First-Generation, Low-Income, and Underrepresented College Students in a Comprehensive College Transition Program.
American Behavioral Scientist, 64(3), 298-324.
Kezar, A., Hypolite, L., & Kitchen, J. A. (2019).
Comprehensive College Transition Programs
Learning How to Tailor Programmatic Offerings to Support Low-income, First-generation, and Racially Minoritized Student Success.
Journal of Postsecondary Student Success 1(1), 25-27.
Kezar, A., Perez, R., Kitchen, J. A., & Hallett, R. (2021).
Promoting At-promise Student Success in 4-Year Universities: Recommendations from the Thompson Scholars Learning Communities.
Journal of Diversity in Higher Education. (Advance online publication)
Swanson, E., Culver, K.C., Cole, D., & Rivera, G. (2021).
Fostering equitable engagement: A mixed-methods exploration of the engagement of racially diverse students in a comprehensive college transition program.
Journal of Diversity in Higher Education. (Advance online publication)
Culver, K. C., Perez, R. J., Kitchen, J. A. & Cole, D. G. (2022).
A practical guide to causal mediation analysis: Illustration with a comprehensive college transition program and nonprogram peer and faculty interactions.
Frontiers in Education.
Chi, E.W., Huang, S., Jeon, M., Park, E. S., Melguizo, T., & Kezar, A. (2022).
Examining Undergraduate College Students’ Experiences Participating in Longitudinal Qualitative Research.
The Qualitative Report.
Perez, R. J., Acuña, A., & Wheaton, M. M. (2023).
Supporting First-Generation, Low-Income, and Underrepresented Students’ Transitions to College through Comprehensive and Integrated Programs.
American Behavioral Scientist, 64(3), 223-229.
Kezar, A., & Kitchen, J. A. (2019).
A Typology of College Transition and Support Programs: Situating a 2-Year Comprehensive College Transition Program within College Access.
American Behavioral Scientist, 64(3), 230-252.
Hallett, R. E., Kezar, A., Perez, R. J., & Kitchen, J. A. (2019).
Tailoring Programs to Best Support Low-Income, First-Generation, and Racially Minoritized College Student Success.
Journal of College Student Retention: Research, Theory & Practice.
Kezar, A., Kitchen, J. A., Estes, H., Hallett, R., & Perez, R. (2020).
Ecological Validation
Developing Low-income College Students’ Sense of Belonging: The Role of Validation
Journal of College Student Development, vol. 64 no. 2, 2023, p. 231-238
Kitchen, J.
Ecological Validation Model of Student Success: A New Student Support Model for Promoting College Success Among Low-Income, First-Generation, and Racially Minoritized Students.
Journal of College Student Development, 62(6), 627-642.
Kitchen, J.A., Perez, R. J., Hallett, R. E., Kezar, A., & Reason, R. D. (Nov-Dec 2021).
Promoting At-Promise Student Success through Ecological Validation.
Academic Leader.
Kitchen, J. & Corwin, Z. B. (2022).
Mapping the connections of validation and high impact practices.
High Impact Practices in Higher Education (pp. 30-39).
Kezar, A., Hallett, R. E., Kitchen, J. A., & Perez, R. (2022).
Scaling success for low-income, first-generation in college, and/or racially minoritized students through a culture of ecological validation.
Journal of Diversity in Higher Education. (Advanced online publication)
Kezar, A., Hallett, R. E., Perez, R., & Kitchen, J. A. (2022).
Maintaining validation through empathy: Exploring how higher education practitioners support at-promise students during COVID-19.
Journal of Student Affairs Research and Practice.
Bettencourt, G. M., Perez, R. J., Hallett, R. E., Corwin, Z. B. (2022).
The Process of Academic Validation within a Comprehensive College Transition Program.
American Behavioral Scientist, 64(3), 253-275.
Hallett, R. E., Reason, R. D., Toccoli, J., Kitchen, J. A., & Perez, R. J. (2019).
Methodology
Advancing the Use of Ecological Systems Theory in College Student Research: The Ecological Systems Interview Tool.
Journal of College Student Development, 60(4), 381-400.
Kitchen, J. A., Hallett, R. E., Perez, R. J., & Rivera, G. J. (2019).
Examining a Comprehensive College Transition Program: An Account of Iterative Mixed-Methods Longitudinal Survey Design.
Research in Higher Education.
Cole, D., Kitchen, J. A., & Kezar, A. (2018).
Proactive Advising
Validating Approaches to Proactive Advising: A Promising Practice to Promote College Success Among Low-Income, First-Generation, and Racially-Minoritized Students in a Comprehensive College Transition Program.
Social Class Supports: Programs and Practices to Serve and Sustain Poor and Working-Class Students Through Higher Education, by G. Martin & S. Ardoin (Eds)., Sterling, VA: Stylus Publishing.
Kitchen, J. A., Perez, R., & Hallett, R. (2021).
Program staff as facilitators of academic self–efficacy, academic behavioral change, and achievement among low–income, first–generation, and minoritized students.
Journal of Student Affairs Research and Practice.
Rivera, G., Kitchen, J. A., & Cole, D. (2022).
The Impact of a College Transition Program Proactive Advising Intervention on Self-Efficacy.
Journal of Student Affairs Research and Practice, 1-15.
Kitchen, J. A., Cole, D., Rivera, G., & Hallett, R. (2020).
Professional Learning Communities
Creating systemic culture change and solving vexing problems on campus: The promise of professional learning communities in higher education.
Academic Leader.
Kezar, A., Corwin, Z.B, Hallett, R.E, Hypolite, L., & Nagbe, M. (2022).
Sense of Belonging and Mattering
The Role of Academic Validation in Developing Mattering and Academic Success.
Research in Higher Education.
Swanson, E. & Cole, D. (2022).
Facilitating a sense of belonging for students with multiple identities.
The impact of a sense of belonging in college (pp. 59-71).
Hallett, R. E., Kezar, A., Kitchen, J. A., & Perez, R. (2022).
Shared Academic Courses
Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-year, Low-income Students.
Innovative Higher Education. (Online First)
Perez, R.J., Acuna, A., & Reason, R.D. (2021).
Identity-conscious Strategies to Engage Low-income Students in a Learning Community: Shared Courses in a Comprehensive College Transition Program.
Teachers College Record 123(8), 142-171
Culver, K.C., Swanson, E.S., Hallett, R.E., & Kezar, A. (2021).
STEM
The following is a working paper
Examining STEM Performance within a Comprehensive College Transition Program.
N/A
Swanson, E., Kitchen, J.A., Melguizo, T. & Martorell, F. (2020).
Well-Being
Understanding how student support practitioners navigated ideal worker norms during COVID-19: The role of job-crafting.
American Behavioral Scientist.
Bettencourt, G. M., Irwin, L. I., Kitchen, J. A., & Corwin, Z. B. (2022).