- The only significant relationship related to validation scores was the faculties gender. Students who were enrolled in courses taught by females tended to report higher perceptions of faculty validation.
- Students of color tended to have higher grades than did White students.
- Students enrolled in courses taught by White faculty tended to earn higher grades.
- Students that had reported higher perceptions of validation earned significantly higher grades.
- No significant relationship was found between validation score and persistence.
- The relationships between student ethnicity and perception of faculty validation, student gender and perception of faculty validation, and faculty ethnicity and perception of faculty validation were not shown to be significant.
- Academic success is indirectly influenced by faculty gender as mediated by student perception of faculty. In other words, students tend to earn higher grades enrolled in courses taught by female instructors as a result of having higher perceptions of faculty validation.
- Persistence was not shown to have any significant relationships.
- Faculty gender was shown to directly influence student perceptions of validation, and student and faculty ethnicity showed direct effects on academic success.
- Student perceptions of validation were shown to be a strong predictor of academic success.