Running head: VALIDATION REVISITED 1

Supporting Generation Z: Rendon’s Validation Theory Revisited

Sophia Calhoun

Western Carolina University

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Introduction

In higher education, student demographics are frequently changing; therefore, institutions

of higher education must be prepared to adapt. As Millennials (born between 1981-1996) begin

to leave college and a new generation is welcomed in, practitioners must now consider the needs

of the newest generation of college students: Generation Z (Gen Z). Gen Z is unique from

Millennials and are the first generation to grow up in a world driven by technology. Gen Z also

comes along with a new set of challenges, such as online and social media identity, protectionist

parenting, and rising mental health concerns. These new challenges can greatly impact Gen Z’s

ability to adapt and succeed in college, and therefore must be addressed accordingly.

One theoretical approach to helping students adapt to and succeed in college is outlined

by Rendon in Validation Theory (Rendon, 1994). Rendon’s work suggested that developing a

validating environment for students both in and out of the classroom can increase self-worth,

feelings of value and acceptance, as well as learning capabilities (Rendon, 1994). However,

Rendon’s theory was designed prior to Gen Z’s emergence into higher education; therefore, it

should now be challenged and adapted to meet the needs of this newest generation of college

students. This essay will review the literature on Gen Z students and explore the original

theoretical perspective of validation. A discussion is then presented on the gap in meeting the

needs of Gen Z through validation and opportunities for revisions to Rendon’s original theory is

made.

Characterizing Gen Z

Gen Z is defined by researchers as those born between the mid-1990s through to the early

2010s (Shatto & Erwin, 2016). As Millennials transition out of college, the higher education

system is now seeing Gen Z take their place. Gen Z, also known as the “Digital Natives”
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(Prensky, 2001) are unique in that these individuals had early exposure to vast technologies

throughout their development. Many students in Gen Z do not know a time before access to the

internet, which means their concept of access to information is far different than any other

generation before them (Shatto & Erwin, 2016). Gen Z is far more diverse in thought and digital

skill than student populations of the past, and their interconnectedness to other cultures across

the world is vast and instantaneous through various online media platforms. Their concepts of

workplace and classroom dynamics is driven by the efficiency and instant gratification that they

have come to know from their technological upbringing (Mohr & Mohr, 2016).

While Gen Z has access to the world, they are also a generation who was raised post-

9/11, during a period of time that saw the Great Recession and witnessed a flood of mass

shootings throughout the United States. In this environment, and through these experiences, they

have become very protected (Shatto & Erwin, 2016). In the age of Gen Z, a new term known as

“Bulldozer Parents” (Buahene, 2015) has been coined. This describes the emerging method of

parenting that many Gen Z students experience in which parental figures are woven into every

decision the students make and often work to remove barriers from their children’s paths to

success (Buahene, 2015). As Gen Z transitions into college, their experiences with instant access

to answers and steadfast protection from their parents will no doubt impact the ways in which

they develop in college.

Following the trend of Millennials before them, Gen Z is reported to have increasing

mental health issues. Several factors play a role in this trend, and in a survey (Diaz, 2018) of

3,459 Gen Z individuals on sources of stress, 74% cited mass or school shootings, 53% cited

sexual harassment, 58% cited climate change, 62% cited rising suicide rates, and 45% cited

social media pressures and judgements. Though many in Gen Z reported seeking help from
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mental health professionals (37%), it was also reported that many felt that they did not do

enough to manage their stress (Ducharme, 2018a). In a recent study (Ducharme, 2018b) of

20,100 adults, it was reported that Gen Z is among the loneliest adults in the U.S., contributing

further to their mental health struggles and feelings of isolation. Combatting mental illness has

been a priority for many in higher education for decades, and literature specifically addressing

mental health issues in the Millennial generation outlines measures still at work in colleges and

universities for Gen Z today. From the perspective of higher education, mental illness can impact

both the experience of an individual as well as a campus at large. At an individual level, mental

illness can impact one’s mental, physical, cognitive, and interpersonal functioning, as well as

academic performance and retention. At the campus level, mental illness can often lead to

behavioral issues and impact relationships with other students, as well as faculty and staff

(Kitzrow, 2003).

In her research on mental health needs of college students in 2003, psychologist and

professor Martha Kitzrow outlined the importance of robust counseling services and campus

outreach to address mental health and wellness for college students. This approach is one that is

still practiced in many cases for colleges and universities today. However, while well-

implemented counseling structures and outreach programs are still vitally important in

addressing mental wellness, practitioners must now consider new approaches for a new

generation. Gen Z presents unique stressors and concerns from generations before them, and the

methods for reaching Gen Z are vastly different than what some traditional theoretical

perspectives may suggest.

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Rendon’s Validation Theory

In 1994, Laura Rendon introduced validation theory which was used by practitioners as a

method for developing support initiatives for low-income and first-generation college students

(Munoz & Rendon, 2011). Rendon (1994) stated that “validation is an enabling, confirming, and

supportive process initiated by in- and out-of-class agents that fosters academic and interpersonal

development” (p. 44). There are two types of validation: academic and interpersonal. Academic

validation can occur both in and out of the classroom. According to Munoz and Rendon (2011),

“in a validating classroom, faculty and teaching assistants actively reach out to students and offer

assistance, encouragement, and support and provide opportunities for students to validate each

other through encouraging comments that validate the work of their peers” (p. 19). Outside of

the classroom, Rendon (1994) found that students experienced validation through individuals

supporting their academic endeavors and in opportunities to practice working outside of the

classroom amongst encouraging peers. Interpersonal validation is also comprised of both two

parts both in and out of the classroom. Students in Rendon’s (1994) study noted that “faculty,

friends, parents, and siblings played particularly important roles in interpersonal validation” (p.

42). Students explained the importance of having others to talk to about their academic

endeavors on a personal level, and Rendon (1994) stated that interpersonal validation “fostered

personal and social adjustment” (p. 42) for the students she spoke with.

Students that experience validation in college often find increased self-worth, value,

acceptance, and improved learning capability (Patton, Renn, Guido & Quaye, 2016). Rendon’s

theory outlined the importance of recognizing opportunities to validate students both in and out

of the classroom, and that validation “is not an end in itself. The more students get validated, the

richer the academic and interpersonal experience” (Rendon, 1994, p. 44). Furthermore, Rendon
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explained that validation is most effective when offered early-on in a student’s college

experience, and then cultivated further throughout their college careers. Rendon continued to

explain that some students cannot be simply expected to find their way into involvement on

campus, but instead, need the support structures to help them do so. Rendon (1994) stated, “what

is needed is the active academic and interpersonal validation of these students – a process that

affirms, supports, enables, and reinforces their capacity to fully develop themselves as students

and individuals” (p. 44).

Validation Revisited

As Gen Z transitions into college, student development theoretical perspectives must shift

to reflect the needs of this new student population. Rendon’s original work was published in

1994 meaning that the students she was interacting with were likely comprised of mainly

Generation X (1965-1980) and some Millennial (1981-mid-1990s) students (Shatto &Erwin,

2016). The classifications of both Generation X and Millennial students were far different than

that of Gen Z, so one can assume that the needs of this newest generation of students has shifted

as external factors to education are ever-changing. Notable factors in need of consideration are:

the value students place on their online and social media presence, the protectionist parenting

style that many are accustomed to, and the rising mental health concerns attributed to Gen Z.

Practitioners must now research how these factors may change the ways in which validation is

addressed for students, as well as possibilities for new forms of implementation.

The need for validation is still present for Gen Z students; however, the implementation

of this theoretical perspective must be adapted accordingly. The key to validating students and

offering the support necessary to aid in their development is understanding their perception of
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where value lies. For Gen Z, practitioners may consider expanding methods of validation both in

and out of the classroom as Rendon suggested.

Gen Z, the “Digital Natives” (Prensky, 2001), place great value on technology, and have

grown up with access to the internet and social media platforms at their fingertips. Their ability

to cultivate an online persona is not the reality of a college experience, as the accumulation of

likes and shares is not something currently translated into a face-to-face college environment.

However, when considering effective methods of validation, a technological approach is one that

speaks the language of Gen Z students. In developing an encouraging and collaborative learning

environment in the classroom, faculty and staff may consider the implementation of frequent

opportunities for students to demonstrate technological literacy. As Rendon’s research suggested,

students find great validation in the encouragement of their peers, and most Gen Z students will

find interest in both working with technology and in learning from the work of their peers in the

technological realm. Outside of the classroom, designing social media pages for classroom

discussion or incorporating social aspects to online assignment portals (i.e.: discussion boards)

can allow for the type of social connection Gen Z students thrive in, while also allowing for a

controlled space with the presence of faculty to combat common trends of bullying and judgment

in these spaces.

Protectionist parenting strategies (Collier, 2013), or the “Bulldozer Parents” (Buahene,

2015), have given rise to an expectation of hyper-protection in Gen Z students. When

considering validation from this standpoint, practitioners may consider an approach from two

points: placing value on feelings of safety and security on campus and working towards self-

authorship with students. Safety is a concern both in and out of the classroom for students in Gen

Z, as they have lived through a period of an exponential rise in mass and school shootings in the
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U.S. While protectionist parenting may seem overbearing on the surface, it stems from a place of

deep fear from both the student and the parent and is rooted in the pursuit of safety. Practitioners

cannot expect robust academic or interpersonal outcomes from students if their basic need for

safety goes unaddressed. Practitioners and administrators alike must have a willing ear for

student safety concerns and validation of such concerns must come through implementing of

safety measures on campus when needed. Campus safety is a crucial component of campus

culture and ignorance to campus safety concerns fosters a culture of invalidation for student

concerns.

Aside from general safety concerns, the second element of protectionist parenting

involves the over-inclusion of parental figures in student decision-making and the tendency for

parents to remove obstacles from their students when possible. It is vital for students to gain the

skills to navigate the world around them on their own, and college is the place in which one can

develop these skills. The development of self-authorship in Gen Z students will be key to moving

them towards independence and informed decision-making in school, their careers, their

relationships, and in developing a personal belief and value system. Validation in this sense will

come from the effort of practitioners to work with students to develop these skills and provide

opportunities for students to collaborate on their journeys to self-authorship outside of the

classroom.

Finally, Gen Z students bring with them to college a host of mental health concerns. Not

only do they demonstrate a higher need for mental wellness initiatives, but the sources of their

stress are unique and often unpredictable. The implementation of validation from the perspective

of mental health involves the development of targeted initiatives demonstrating that campus

professionals are aware of Gen Z’s unique set of needs. While robust counseling structures are
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always needed, for Gen Z, special counseling options may be considered. Many of these students

experience stress from fear of mass shootings, as well as nationwide and even international,

concerns like politics and climate change. To address these stressors, practitioners and

administrators can again take both an in and out of classroom approach as Rendon suggested.

Within the classroom, specific courses that address current issues and global concerns coupled

with a counseling approach and facilitated by faculty with psychological expertise can allow for

these discussions to happen in a controlled and supportive way amongst peers. This could also be

achieved through the expansion of currently-offered first-year courses and seminars to include

similar discussions. Outside of the classroom, several approaches can be taken; for example,

group counseling with peers to discuss certain sources of similar stress and the development of

social media counseling networks on campus to utilize the technological literacy of Gen Z

students.

Conclusion

As Gen Z transitions into college, it is important that professionals in higher education

are prepared to meet their unique needs. Presence on social media platforms, unique parenting

styles, and rising mental health concerns are all to be considered when designing and

implementing initiatives to help these students to adapt and succeed in college. While Rendon’s

Validation Theory continues to be an effective theoretical approach to student development, it is

important that practitioners approach the implementation of validation in new ways. As student

demographics continue to change, so must our approaches to helping students to succeed. As we

continue to serve Gen Z students, there is a need for further research on this student population

and their needs in college. The strategies outlined in this analysis are based upon review of
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existing literature on Gen Z but would need further implementation and assessment in order to

determine their effectiveness.

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References

Buahene, A. (2015). Move out of the way helicopter parents—Here comes the bulldozer! NGen.

Retrieved from http://www.ngenperformance.com/blog/leadership-2/get-out-of-the-way-

helicopter-parents-here-comes-the-bulldozer

Collier, A. (2013). Parents more protectionist than empowering: Study. Connect Safely.

Retrieved from https://www.connectsafely.org/parents-more-protectionist-than-

empowering-study/

Diaz, A. (2018). Generation Z reported the most mental health problems, and gun violence is the

biggest stressor. CNN. Retrieved from

https://www.cnn.com/2018/10/30/health/generation-z-stress-report-trnd/index.html

Ducharme, J. (2018a). More than 90% of Generation Z is stressed out. And gun violence is partly

to blame. TIME Magazine. Retrieved from http://time.com/5437646/gen-z-stress-report/

Ducharme, J. (2018b). Young Americans are the loneliest, according to new study. TIME

Magazine. Retrieved from http://time.com/5261181/young-americans-are-lonely/

Kitzrow, M. (2003). The mental health needs of today’s college students: Challenges and

recommendations. NASPA Journal 41(1), 167-181.

Mohr, K., & Mohr, E. (2016). Understanding Generation Z students to promote a contemporary

learning environment. Journal on Empowering Teaching Excellence 1(1), 84-94.

Munoz, S., & Rendon, L. (2011). Revisiting validation theory: Theoretical foundations,

applications, and extensions. Enrollment Management Journal 5(2), 12-33.

Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in

college: Theory, research, and practice, (3rd Ed.) San Francisco: Jossey-Bass. 

Prensky, M. (2001). Digital Natives, Digital Immigrants. MCB University Press 9(5), 1-6.
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Rendon, L., (1994). Validating culturally diverse students: Toward a new model of learning and

student development. Innovative Higher Education 19(1), 33-51.

Shatto, B., & Erwin, K., (2016). Moving on from Millennials: Preparing for Generation Z. The

Journal of Continuing Education in Nursing 47(6), 253-254.