Refinement of a Validation Theory Survey for College Undergraduates: A Quantitative Field-Testing Study (Poster 14)

• In Event: AERA Poster Session Thirteen
  In Poster Session: Improving Student Experiences

Abstract

Validation theory provides a model for understanding how validating experiences can positively influence underrepresented students in higher education. This theory has been widely studied in underrepresented undergraduate populations through qualitative methods. The purpose of this study was to refine and further validate the Validation Theory Survey aligned with Rendón’s (1994) model of Validation Theory. Undergraduates (N = 215) from a Northeastern 4-year private R1 university participated in this study. An iterative design-based research approach and the Rasch measurement model were used to refine four scales: academic in-class, academic out-of-class, interpersonal in-class, and interpersonal out-of-class. All scales yielded strong reliability (0.96-0.97). Response process and internal structure validity evidence were supported by Rach rating scale results and acceptable Rasch psychometric indices.

Authors

• Toni A. May (Sondergeld), Drexel University
  Presenting Author

• Dara N. Bright, Drexel University
  Non-Presenting Author

• Yiyun Fan, Drexel University
  Non-Presenting Author

• Christopher J. Fornaro, Drexel University
  Non-Presenting Author

• Kristin L.K. Koskey, Drexel University
  Non-Presenting Author

• Thomas Heverin, Drexel University
  Non-Presenting Author