Ecological Validation: A Complementary Approach to Supporting Minoritized Student Success

Abstract

In recent years, educators working to advance diversity, equity, and inclusion (DEI) in postsecondary education have found their efforts increasingly constrained by legislation aimed at prohibiting their work. While resistance to DEI work is not new, navigating ever changing legislation in a polarized sociopolitical environment has made supporting marginalized and minoritized students, staff, and faculty particularly challenging. In this essay, we explore the concept of ecological validation and describe how it is grounded in norms of practice that involve being strengths-oriented, holistic, proactive, identity-conscious, developmental, collaborative, and reflective. We then describe how embedding these norms across campus can transform cultures to better support the success of minoritized students. Finally, we consider how creating a culture of ecological validation can serve as a complement to existing DEI efforts and, perhaps, a temporary alternative in highly contested environments.

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