Building First-Generation Student Satisfaction for Students of Color: The Role of Academic Advising

Abstract

ABSTRACT Research shows positive student perceptions on advising are associated with communication methods and advising styles. Despite the benefits of advising, first-generation Students of Color remain less likely to utilize academic advising services. The authors conducted two focus groups with 29 first-generation Students of Color to better understand their experiences with academic advising. Findings from this qualitative study highlight students’ empathy for staff with high advising caseloads, personal experiences of microaggressions associated with their race and/or first-generation status, and challenges with understanding advising practices. The study concludes with recommendations for advisors and administrators working with first-generation Students of Color.