RESEARCH
Peer-Reviewed Research
The Promoting At-Promise Student Success (PASS) project has generated a significant amount of peer-reviewed research 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.
Creating a Campus-Wide Culture of Student Success
An Evidence-Based Approach to Supporting Low-Income, Racially Minoritized, and First-Generation College Students
By Ronald E. Hallett, Adrianna Kezar, Joseph A. Kitchen, Rosemary J. Perez (2024
Offering a new approach to institutional practices, this book describes evidence-based strategies to create a campus culture conducive to truly supporting all students. We are at a critical crossroads in higher education, where large numbers of low-income, racially minoritized, and first-generation college students – referred to in this book as "at-promise students" – are attending college in greater numbers than ever, yet access has not translated to significantly improved retention and graduation rates. This book, therefore, proposes a realignment of existing initiatives to create campus-wide support through a new model of coordination.
The ideas presented in this book are the culmination of one of the largest studies of comprehensive college support programs for at-promise students. Chapters include illustrations of the key concepts and promising practices of the Promoting At-promise Student Success (PASS) Project, as well as guiding questions that can be used to facilitate conversations on campus. In this helpful resource, the authors address how student supports are delivered in validating ways, rather than focusing solely on what supports are offered, as has typically been the way institutions address the issues that at-promise students face.
This book is intended to provide guidance and support to educators who want to be a part of changing how higher education supports at-promise students toward increased equity.
Achievement
Career Self-Efficacy
Comprehensive College Transition Programs
Ecological Validation
Methodology
Proactive Advising
Professional Learning Communities
Sense of Belonging and Mattering
Shared Academic Courses
STEM
Well-Being
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), 146-175
Culver, K.C., Swanson, E.S., Hallett, R.E., & Kezar, A. (2021).
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).
Maintaining validation through empathy: Exploring how higher education practitioners support at-promise students during COVID-19.
Journal of Student Affairs Research and Practice, 60(1), 3-16.
Bettencourt, G. M., Perez, R. J., Hallett, R. E., Corwin, Z. B. (2022).
Mapping the connections of validation and high impact practices.
In J. Zilvinskis, J. Kinzie, J. Daday, K. O’Donnell, & C. Vande Zande (eds.), Delivering on the promise of high-impact practices: Research and models for achieving equity, fidelity, impact, and scale (pp. 30-39). Stylus Press.
Kezar, A., Hallett, R. E., Kitchen, J. A., & Perez, R. (2022).
More than a pathway: Creating 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).
Pedagogy of validation: Autobiographical reading and writing courses for first-year, low-income students.
Innovative Higher Education, 46, 623-641.
Perez, R.J., Acuna, A., & Reason, R.D. (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, 60(4), 477-494.
Rivera, G., Kitchen, J. A., & Cole, D. (2023).
Promoting at-promise student success in 4-year universities: recommendations from the thompson scholars learning communities.
Journal of Diversity in Higher Education, 14(4), 457.
Swanson, E., Culver, K.C., Cole, D., & Rivera, G. (2021).
Promoting at-promise student success through ecological validation.
Academic Leader.
Kitchen, J. & Corwin, Z. B. (2022).
Promoting college students’ major and career self-efficacy through validating support.
Journal of College Student Development. 62(4), 422-437.
Kitchen, J. (2021).
Rethinking traditional approaches to major and career development: The major and career ecology model.
Academic Leader.
Kitchen, J.A. (2023).
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).
Sense of belonging and mattering among two cohorts of first-year students participating in a comprehensive college transition program.
American Behavioral Scientist, 64(3), 276-297.
Cole, D., Newman, C. B., & Hypolite, L. I. (2019).
Supporting first-generation, low-income, and under-represented students’ transitions to college through comprehensive and integrated programs.
American Behavioral Scientist, 64(3), 223-229.
Kezar, A., & Kitchen, J. A. (2019).
Tailoring programs to best support low-income, first-generation, and racially minoritized college student success.
Journal of College Student Retention. 25(1), 126-152.
Kezar, A., Kitchen, J. A., Estes, H., Hallett, R., & Perez, R. (2020).
The impact of a college transition program proactive advising intervention on self-efficacy.
Journal of Student Affairs Research and Practice, 58(1), 29-43.
Kitchen, J. A., Cole, D., Rivera, G., & Hallett, R. (2020).
The possibilities and precautions of using the designation “at-promise” in higher education research.
Journal of Postsecondary Student Success, 2(2), 16-29.
Bettencourt, G., Irwin, I., Todorova, R., Hallett, R., & Corwin, Z. B. (2023).
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
Research in Higher Education, 63(7), 1237-1260.
Kezar, A., Perez, R.J, & Swanson, E. (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).
The relationship between low-income college students’ time use and well-being: A mixed methods exploration.
Research in Higher Education.
Kitchen, J. A., Bowman, N., Todorova, R., Irwin, L. & Corwin, Z. B. (2024).
The role of academic validation in developing mattering and academic success.
Research in Higher Education, 63(8), 1368-1393.
Swanson, E. & Cole, D. (2022).
The tensions of teaching low-income students to perform professionalism.
Journal of Diversity in Higher Education. Online First. 10.1037/dhe0000455
Perez, R. J., Bettencourt, G. M., Hypolite, L. I., & Hallett, R. E. (2023)
Understanding how student support practitioners navigated ideal worker norms during COVID-19: The role of job-crafting.
American Behavioral Scientist, 67(12), 1416-1432.
Bettencourt, G. M., Irwin, L. I., Kitchen, J. A., & Corwin, Z. B. (2022).
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 (pp. 209-222).
Kitchen, J. A., Perez, R., & Hallett, R. (2021).
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