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.


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Achievement

Career Self-Efficacy

Comprehensive College Transition Programs

Ecological Validation

Methodology

Peer Mentoring

Proactive Advising

Professional Learning Communities

Sense of Belonging and Mattering

Shared Academic Courses

STEM

Time Use

Well-Being

List View

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).

Who is an educator on your campus?

Pullias Center for Higher Education, University of Southern California.

Hallett, R. E., Corwin, Z. B., Hypolite, L., Nagbe, M., Kezar, A. (2024).