Understanding Academic Advising Practices for Students From Historically Marginalized Racial Backgrounds at a Large, Public, Four-Year Predominantly White Institution in the Southwestern Region of the United States

• In Event: AERA Graduate Student Research-in-Progress Session 4
  In Roundtable Session: Race and Ethnicity in Higher Education: Academic Advising and the Hidden Curriculum (Table 10)

Abstract

This study seeks to present advisors' accounts as individual cases existing within one institution. Institutions expect academic advisors to navigate students through challenges that may hinder retention and graduation (course selection, finding needed resources, etc.). However, the Dept. of Education reports that students from historically marginalized racial backgrounds possess higher attrition rates compared to their counterparts, attributed to not feeling welcomed, and perceived racism at predominantly White institutions. This study aims to explore how academic advisors at a large, public, four-year, predominantly White institution in the southwestern region of the United States work with students from historically marginalized racial backgrounds. This study will explore the resources advisors provide their students. This study will explore institutional resources supplied to advisors.

Author

• Mark Samuel Nelson, Kansas City Kansas Community College