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Envisioning Public Scholarship for Our Time: Models for Higher Education Researchers

First edition., 2018

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Creating a Campus-wide Culture of Student Success: An Evidence-Based Approach to Supporting Low-Income, Racially Minoritized, and First-Generation College Students

1, 2024

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Understanding How Student Support Practitioners Navigated Ideal Worker Norms During COVID-19: The Role of Job-Crafting

The American behavioral scientist (Beverly Hills), 2023-11, Vol.67 (12), p.1416-1432

2023

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Developing Low-income College Students' Sense of Belonging: The Role of Validation

Journal of college student development, 2023-03, Vol.64 (2), p.231-238

Kitchen, Joseph A

2023

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The impact of college‐ and university‐run high school summer programs on students’ end of high school STEM career aspirations

Science education (Salem, Mass.), 2018-05, Vol.102 (3), p.529-547

2018

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Promoting College Students’ Major and Career Self-Efficacy Through Validating Support

Journal of college student development, 2021-07, Vol.62 (4), p.422-437

Kitchen, Joseph A

2021

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Supporting First-Generation, Low-Income, and Underrepresented Students’ Transitions to College Through Comprehensive and Integrated Programs

The American behavioral scientist (Beverly Hills), 2020-03, Vol.64 (3), p.223-229

2020

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A quasi-experimental study of the impact of college-run science, technology, engineering, and mathematics (STEM) career days on American students' STEM career aspirations

International journal of science education, 2024-01, Vol.46 (2), p.109-130

2024

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The Impact of Summer Bridge Programs on College Students' STEM Career Aspirations

Journal of college student development, 2018-11, Vol.59 (6), p.698-715

2018

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Ecological Validation Model of Student Success: A New Student Support Model for Promoting College Success Among Low-Income, First-Generation, and Racially Minoritized Students

Journal of college student development, 2021-11, Vol.62 (6), p.627-642

2021

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Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design

Research in higher education, 2019-05, Vol.60 (3), p.392-413

2019

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The Impact of Participating in College-Run STEM Clubs and Programs on Students’ STEM Career Aspirations

Teachers College record (1970), 2022-02, Vol.124 (2), p.117-142

2022

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Concluding Thoughts

The American behavioral scientist (Beverly Hills), 2020-03, Vol.64 (3), p.370-373

2020

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Career Self-Efficacy: A Mixed-Methods Study of an Underexplored Research Area for First-Generation, Low-Income, and Underrepresented College Students in a Comprehensive College Transition Program

The American behavioral scientist (Beverly Hills), 2020-03, Vol.64 (3), p.298-324

2020

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At-Promise College Student Major and Career Self-Efficacy Ecology Model

Journal of diversity in higher education, 2023-06, Vol.16 (3), p.369-383

2023

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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, 2024-04, Vol.17 (2), p.229-242

2024

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Tailoring Programs to Best Support Low-Income, First-Generation, and Racially Minoritized College Student Success

Journal of college student retention : Research, theory & practice, 2023-05, Vol.25 (1), p.126-152

2023

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Guidance for educators seeking to build validating relationships that promote college success for low-income students

Journal of diversity in higher education, 2024-02

2024

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The Process of Academic Validation Within a Comprehensive College Transition Program

The American behavioral scientist (Beverly Hills), 2020-03, Vol.64 (3), p.253-275

2020

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A Typology of College Transition and Support Programs: Situating a 2-Year Comprehensive College Transition Program Within College Access

The American behavioral scientist (Beverly Hills), 2020-03, Vol.64 (3), p.230-252

2020

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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, 2023-08, Vol.60 (4), p.477-494

2023

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Fostering Equitable Engagement: A Mixed-Methods Exploration of the Engagement of Racially Diverse Students in a Comprehensive College Transition Program

Journal of diversity in higher education, 2024-04, Vol.17 (2), p.200-214

2024

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More Than a Pathway: Creating a Major and Career Ecology That Promotes the Success of Low-Income, First-Generation, and Racially Minoritized Students

About campus, 2021-01, Vol.25 (6), p.4-12

2021

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An ecological approach to creating validating support for low‐income, racially minoritized, and first‐generation college students

New directions for higher education, 2023, Vol.2023 (204), p.59-69

2023

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Advancing the Use of Ecological Systems Theory in College Student Research: The Ecological Systems Interview Tool

Journal of college student development, 2019, Vol.60 (4), p.381-400

2019

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Envisioning Public Scholarship for Our Time: Models for Higher Education Researchers

Creating a Campus-wide Culture of Student Success: An Evidence-Based Approach to Supporting Low-Income, Racially Minoritized, and First-Generation College Students

Understanding How Student Support Practitioners Navigated Ideal Worker Norms During COVID-19: The Role of Job-Crafting

Developing Low-income College Students' Sense of Belonging: The Role of Validation

The impact of college‐ and university‐run high school summer programs on students’ end of high school STEM career aspirations

Promoting College Students’ Major and Career Self-Efficacy Through Validating Support

Supporting First-Generation, Low-Income, and Underrepresented Students’ Transitions to College Through Comprehensive and Integrated Programs

A quasi-experimental study of the impact of college-run science, technology, engineering, and mathematics (STEM) career days on American students' STEM career aspirations

The Impact of Summer Bridge Programs on College Students' STEM Career Aspirations

Ecological Validation Model of Student Success: A New Student Support Model for Promoting College Success Among Low-Income, First-Generation, and Racially Minoritized Students

Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design

The Impact of Participating in College-Run STEM Clubs and Programs on Students’ STEM Career Aspirations

Concluding Thoughts

Career Self-Efficacy: A Mixed-Methods Study of an Underexplored Research Area for First-Generation, Low-Income, and Underrepresented College Students in a Comprehensive College Transition Program

At-Promise College Student Major and Career Self-Efficacy Ecology Model

Scaling Success for Low-Income, First-Generation in College, and/or Racially Minoritized Students Through a Culture of Ecological Validation

Tailoring Programs to Best Support Low-Income, First-Generation, and Racially Minoritized College Student Success

Guidance for educators seeking to build validating relationships that promote college success for low-income students

The Process of Academic Validation Within a Comprehensive College Transition Program

A Typology of College Transition and Support Programs: Situating a 2-Year Comprehensive College Transition Program Within College Access

Program Staff as Facilitators of Academic Self-Efficacy, Academic Behavioral Change, and Achievement among Low-income, First-Generation, and Minoritized Students

Fostering Equitable Engagement: A Mixed-Methods Exploration of the Engagement of Racially Diverse Students in a Comprehensive College Transition Program

More Than a Pathway: Creating a Major and Career Ecology That Promotes the Success of Low-Income, First-Generation, and Racially Minoritized Students

An ecological approach to creating validating support for low‐income, racially minoritized, and first‐generation college students

Advancing the Use of Ecological Systems Theory in College Student Research: The Ecological Systems Interview Tool

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