Does Culturally Responsive Advising Matter? A Quantitative Analysis of the Relationships of Advising to Social Outcomes

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: Access and Success in Higher Education: Advising, Belonging, and Participation

Abstract

This study examines how advising behaviors relate to advising satisfaction and social outcomes—belonging, bicultural competence, help-seeking, and campus engagement—among Chinese international, Chinese American, and European American students (N=221). All groups reported more developmental-style advising, which aligns with European American norms embedded in U.S. higher education. This advising created a cultural mismatch for Chinese diaspora students, who consequently reported lower levels of advising satisfaction. This study also illustrates the importance of culturally responsive advising for Chinese international students specifically, who reported the most positive relationships of all three student groups between advising satisfaction and their levels of belonging and bicultural competence. These results highlight the promise of culturally responsive advising as one avenue to better support Chinese diaspora students.

Author

• Emily Petruzzelli Schell, University of Colorado - Boulder