Maintaining Validation through Empathy: Exploring How Higher Education Practitioners Supported At-Promise Students during COVID-19

Abstract

At-promise students (low-income, first-generation college students, and/or racially minoritized) have long encountered disproportionate barriers in navigating higher education, resulting in disparate impacts during the COVID-19 pandemic. In this study, we examined how higher education practitioners in three comprehensive college transition programs facilitated the validation of at-promise students during the pandemic. By drawing upon empathy, practitioners engaged in critically reflective practice that allowed them to adapt previous strategies to the current context and provide key support.

Publication Title

Journal of Student Affairs Research and Practice

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