Undergraduate Cybersecurity Students’ Validating Experiences: A Case Study of a CyberCorps® Program Applying Validation Theory

• In Event: Applying Theory to Student Experiences: Understanding the Various Social Contexts of Higher Education

Abstract

Fostering validating experiences has been shown to positively influence college student persistence, retention, and adaptive socioemotional outcomes reflective of a supportive learning environment. CyberCorps® is a federally-funded program that aims to recruit and retain underrepresented cybersecurity majors through student scholarships and supportive learning environments. This qualitative case study aimed to describe how 18 undergraduate cybersecurity students experienced validation while enrolled in the CyberCorps® Program guided by Rendón’s Validation Theory. Instructors and program mentors were two prominent agents for fostering validating experiences. Four themes for academic validation and two themes for interpersonal validation emerged. Students also described academic and interpersonal outcomes fostered by their validating experiences. Findings provided support for the benefits of applying VT in the program.

Authors

• Yiyun Fan, Binghamton University - SUNY

• Kristin L.K. Koskey, Drexel University

• Dara N. Bright, Drexel University

• Turea Michelle Hutson, Drexel University

• Michael Klein, Drexel University

• Toni A. May, Binghamton University - SUNY

• Thomas Heverin, Drexel University