Good afternoon, everyone. It is my honor and privilege to introduce an amazing, passionate woman and professor emerita from the University of Texas at San Antonio, Dr. Laura Rendón. Dr. Rendón is nationally recognized as an education theorist, activist, and researcher who specializes in college preparation, persistence, and graduation of low-income, first-generation students. She is a native of Laredo, TX. Her passion is assisting students who, like her, grew up in poverty with hopes and dreams but not knowing how to realize them. She is credited with developing the theory of validation, which colleges and researchers have employed as a framework for working with and affirming low-income students. Dr. Rendón is a teaching and learning philosopher and thought leader. She authored a book where she developed a pedagogic framework called Sentipensante (Sensing/Thinking) Pedagogy that emphasizes intellectual, social, emotional, and spiritual student development, along with social activism. She is an active scholar whose research has been published in key education research journals. Dr. Rendón is the coeditor of several books and monographs, including Transforming the First Year of College for Students of Color, Educating a New Majority, Introduction to American Higher Education, and Race and Ethnicity: Ethnic Diversity in Higher Education ASHE Reader. Formerly, Dr. Rendón was codirector of the Center of Research and Policy in Education at the University of Texas at San Antonio, where she engaged in research that informs the education community about critical factors that affect the academic success of key student groups. She is also one of the founders and former board chair of the National Council for Community and Education Partnerships focused on providing access to college for low-income students. She has served on the Board of Trustees at Naropa University in Boulder, Colorado. Dr. Rendón is a fellow of the Mind and Life Institute and serves on the Board of Directors for the John N. Gardner Institute for Excellence in Undergraduate Education. Keynote by Dr. Rendón I’ll begin by saying a little bit about how I enter this inquiry regarding academic advising and its role in fostering student success, especially for vulnerable student populations. I am a border woman who was born along the U.S.-Mexico border in Laredo, TX. My first language was Spanish. I am a first-generation college student from a family where no one had attended college before me. Here is a picture of me on my sixth birthday. To the right is my little sister, Ileana, and to my left is my cousin, Elma. Behind us you can see an old, run-down house where we used to live. Certainly, those were extremely tough times. Growing up in poverty really impacts your life, but I’ve never forgotten my early beginnings. I’ve never forgotten the fact that there are so many students in dire circumstances even today, especially with the COVID-19 pandemic. One thing we’ve learned during this remarka
大家下午好。我很荣幸地向大家介绍一位令人惊叹、充满激情的女性，她是来自圣安东尼奥德克萨斯大学的荣誉退休教授，劳拉博士Rendón。Rendón博士是全国公认的教育理论家、活动家和研究人员，专门研究低收入第一代学生的大学准备、坚持和毕业。她是土生土长的拉雷多，德克萨斯州。她的热情是帮助学生，像她一样，在贫困中长大的希望和梦想，但不知道如何实现他们。她因提出验证理论而受到赞誉，大学和研究人员将其作为与低收入学生合作和肯定低收入学生的框架。Rendón博士是一位教学哲学家和思想领袖。她写了一本书，在书中她提出了一个名为Sentipensante(感知/思考)教学法的教学框架，强调学生的智力、社会、情感和精神发展，以及社会行动主义。她是一位活跃的学者，她的研究成果曾在重点教育研究期刊上发表。Rendón博士是几本书籍和专著的合著者，包括为有色人种学生改变大学第一年，教育新多数，美国高等教育概论，种族和民族:高等教育中的种族多样性。此前，Rendón博士是德克萨斯大学圣安东尼奥分校教育研究与政策中心的联合主任，在那里她从事研究，向教育界通报影响关键学生群体学业成功的关键因素。她也是全国社区和教育伙伴关系委员会的创始人和前任董事会主席之一，该委员会致力于为低收入家庭的学生提供上大学的机会。她曾在科罗拉多州博尔德的纳洛帕大学董事会任职。Rendón博士是the Mind and Life Institute的成员，并担任the John N. Gardner Institute for Excellence in Undergraduate Education的董事会成员。首先，我想说一下我是如何进入这个关于学术建议的调查的，以及它在促进学生成功方面的作用，尤其是对弱势学生群体。我是一名边境妇女，出生在德克萨斯州拉雷多的美墨边境，我的第一语言是西班牙语。我是第一代大学生，我的家庭在我之前没有人上过大学。这是我六岁生日的照片。右边是我的妹妹Ileana，左边是我的表妹Elma。在我们身后，你可以看到我们曾经住过的一所破旧的房子。当然，那是一段极其艰难的时期。在贫困中长大确实会影响你的生活，但我从未忘记自己的早年经历。我从未忘记，即使在今天，特别是在COVID-19大流行的情况下，仍有许多学生处于困境。在这场大流行的非凡时期，我们学到的一件事是，我们正在向一种新常态过渡，一种我们实际上正在共同创造的常态。虽然这种新的环境有许多挑战，但时间也带来了巨大的可能性。作为对所有学生的成功感兴趣的顾问，我们必须根据高等教育的未来发展来真正审视我们的角色。为了与弱势学生群体合作，顾问需要了解什么?什么构成了更广阔的学术咨询观点?
{"title":"A Higher Calling: Toward a More Spacious Role for Academic Advisors","authors":"Laura I. Rendón","doi":"10.12930/nacada-21-91","DOIUrl":"https://doi.org/10.12930/nacada-21-91","url":null,"abstract":"Good afternoon, everyone. It is my honor and privilege to introduce an amazing, passionate woman and professor emerita from the University of Texas at San Antonio, Dr. Laura Rendón. Dr. Rendón is nationally recognized as an education theorist, activist, and researcher who specializes in college preparation, persistence, and graduation of low-income, first-generation students. She is a native of Laredo, TX. Her passion is assisting students who, like her, grew up in poverty with hopes and dreams but not knowing how to realize them. She is credited with developing the theory of validation, which colleges and researchers have employed as a framework for working with and affirming low-income students. Dr. Rendón is a teaching and learning philosopher and thought leader. She authored a book where she developed a pedagogic framework called Sentipensante (Sensing/Thinking) Pedagogy that emphasizes intellectual, social, emotional, and spiritual student development, along with social activism. She is an active scholar whose research has been published in key education research journals. Dr. Rendón is the coeditor of several books and monographs, including Transforming the First Year of College for Students of Color, Educating a New Majority, Introduction to American Higher Education, and Race and Ethnicity: Ethnic Diversity in Higher Education ASHE Reader. Formerly, Dr. Rendón was codirector of the Center of Research and Policy in Education at the University of Texas at San Antonio, where she engaged in research that informs the education community about critical factors that affect the academic success of key student groups. She is also one of the founders and former board chair of the National Council for Community and Education Partnerships focused on providing access to college for low-income students. She has served on the Board of Trustees at Naropa University in Boulder, Colorado. Dr. Rendón is a fellow of the Mind and Life Institute and serves on the Board of Directors for the John N. Gardner Institute for Excellence in Undergraduate Education. Keynote by Dr. Rendón I’ll begin by saying a little bit about how I enter this inquiry regarding academic advising and its role in fostering student success, especially for vulnerable student populations. I am a border woman who was born along the U.S.-Mexico border in Laredo, TX. My first language was Spanish. I am a first-generation college student from a family where no one had attended college before me. Here is a picture of me on my sixth birthday. To the right is my little sister, Ileana, and to my left is my cousin, Elma. Behind us you can see an old, run-down house where we used to live. Certainly, those were extremely tough times. Growing up in poverty really impacts your life, but I’ve never forgotten my early beginnings. I’ve never forgotten the fact that there are so many students in dire circumstances even today, especially with the COVID-19 pandemic. One thing we’ve learned during this remarka","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115861960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adena Young-Jones, Jason L McCain, Tracie D. Burt, Margaret M. Drew, D. J. Heim
Senioritis is characterized by tendencies such as arriving late or skipping class, decreased motivation, or behaving irresponsibly by investing little effort in schoolwork. Research on senioritis primarily focuses on high school seniors, so the present study explored the phenomenon at the college level by investigating perceptions of senioritis in college students. Results indicated that students believe senioritis exists at the college level and that supportive relationships with faculty members and advisors play a significant role in how senioritis is perceived. This study confirms the relevance of studying college-level senioritis and suggests future research to define and further explore the phenomenon.
{"title":"Senioritis: College Student Perceptions on Causes, Outcomes, and Support","authors":"Adena Young-Jones, Jason L McCain, Tracie D. Burt, Margaret M. Drew, D. J. Heim","doi":"10.12930/NACADA-19-20","DOIUrl":"https://doi.org/10.12930/NACADA-19-20","url":null,"abstract":"Senioritis is characterized by tendencies such as arriving late or skipping class, decreased motivation, or behaving irresponsibly by investing little effort in schoolwork. Research on senioritis primarily focuses on high school seniors, so the present study explored the phenomenon at the college level by investigating perceptions of senioritis in college students. Results indicated that students believe senioritis exists at the college level and that supportive relationships with faculty members and advisors play a significant role in how senioritis is perceived. This study confirms the relevance of studying college-level senioritis and suggests future research to define and further explore the phenomenon.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125965036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Latinx undergraduate students on academic probation after their first semester of community college risk further course failure and dropping out. As the largest minority on college campuses, it is important to understand Latinx college students' experiences with academic probation during freshman year to develop strategies that can support them in the community college context. Using Schlossberg's and Tinto's transition theories, we explored nine Latinx community college students' perceptions after being placed on academic probation during freshman year. Findings indicate that challenges managing employment, coursework, family obligations, and academic and social integration, as well as difficulties navigating the college system, contributed to academic probationary status. Furthermore, these participants developed significant emotional stress, transformational experiences, and new behaviors due to academic probation.
{"title":"Latinx Community College Students on Academic Probation: Struggles and Success","authors":"Marilyn McPherson, Floralba Arbelo Marrero","doi":"10.12930/nacada-20-15","DOIUrl":"https://doi.org/10.12930/nacada-20-15","url":null,"abstract":"Latinx undergraduate students on academic probation after their first semester of community college risk further course failure and dropping out. As the largest minority on college campuses, it is important to understand Latinx college students' experiences with academic probation during freshman year to develop strategies that can support them in the community college context. Using Schlossberg's and Tinto's transition theories, we explored nine Latinx community college students' perceptions after being placed on academic probation during freshman year. Findings indicate that challenges managing employment, coursework, family obligations, and academic and social integration, as well as difficulties navigating the college system, contributed to academic probationary status. Furthermore, these participants developed significant emotional stress, transformational experiences, and new behaviors due to academic probation.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131688645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nikola Grafnetterova, Hilda Cecilia Contreras Aguirre, R. M. Banda
Despite the nation's critical need for science, technology, engineering, and mathematics (STEM) college graduates, the National Collegiate Athletic Association's Division I student-athletes represent a small portion of STEM majors. Student-athletes pursuing STEM disciplines benefit from the assistance of academic and athletic advisors; this study explored student-athletes' experiences with such dual advising. Building on Terenzini and Reason's (2005) comprehensive model of influences on student learning and persistence, our findings highlighted STEM athletes' need for individualized advising, support engagement in STEM, and options and flexibility in the curriculum. The study also exposed uncertainty about the different roles of academic and athletic advising units and the ways limited communication diminishes the effectiveness of the advising units' collaborative efforts.
{"title":"Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising","authors":"Nikola Grafnetterova, Hilda Cecilia Contreras Aguirre, R. M. Banda","doi":"10.12930/nacada-20-06","DOIUrl":"https://doi.org/10.12930/nacada-20-06","url":null,"abstract":"Despite the nation's critical need for science, technology, engineering, and mathematics (STEM) college graduates, the National Collegiate Athletic Association's Division I student-athletes represent a small portion of STEM majors. Student-athletes pursuing STEM disciplines benefit from the assistance of academic and athletic advisors; this study explored student-athletes' experiences with such dual advising. Building on Terenzini and Reason's (2005) comprehensive model of influences on student learning and persistence, our findings highlighted STEM athletes' need for individualized advising, support engagement in STEM, and options and flexibility in the curriculum. The study also exposed uncertainty about the different roles of academic and athletic advising units and the ways limited communication diminishes the effectiveness of the advising units' collaborative efforts.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131336472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.12930/0271-9517-41.1.3
S. Campbell, L. Rubin
{"title":"From the Coeditors","authors":"S. Campbell, L. Rubin","doi":"10.12930/0271-9517-41.1.3","DOIUrl":"https://doi.org/10.12930/0271-9517-41.1.3","url":null,"abstract":"","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115433647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It has been more than a decade since Museus and Ravello analyzed the roles that culturally engaging academic advisors play in producing equitable outcomes among racially diverse student populations. Their study highlighted the importance of humanized, holistic, and proactive advising in effectively serving students of color in particular. In this essay, one of the original authors discusses how a decade of research has built on this earlier analysis and summarizes evolving insights about the role of culturally engaging advising in supporting students of color. The article concludes with implications for future research, policy, and practice aimed at more equitably serving diverse populations.
{"title":"Revisiting the Role of Academic Advising in Equitably Serving Diverse College Students","authors":"Samuel D. Museus","doi":"10.12930/nacada-21-06","DOIUrl":"https://doi.org/10.12930/nacada-21-06","url":null,"abstract":"It has been more than a decade since Museus and Ravello analyzed the roles that culturally engaging academic advisors play in producing equitable outcomes among racially diverse student populations. Their study highlighted the importance of humanized, holistic, and proactive advising in effectively serving students of color in particular. In this essay, one of the original authors discusses how a decade of research has built on this earlier analysis and summarizes evolving insights about the role of culturally engaging advising in supporting students of color. The article concludes with implications for future research, policy, and practice aimed at more equitably serving diverse populations.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127224594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an effort to promote the advancement of the advising profession, this study examines trends related to current knowledge of academic advising and the relationships between various forms of postsecondary advising practices and student outputs. Using content analysis techniques, we analyzed research articles published in NACADA Journal between 2004 and 2018 to identify trends in the ways academic advising has been studied. Major findings include the small number of studies (n = 18) over a 15-year period that relate advising to outputs and the lack of research focusing on underrepresented student populations despite the continued significant growth of these diverse groups. Recommendations highlight characteristics of academic advising that may benefit from further scholarly inquiry.
{"title":"Examining the Relationship Between College Advising and Student Outputs: A Content Analysis of the NACADA Journal","authors":"A. R. Alvarado, Avery Olson","doi":"10.12930/nacada-19-33","DOIUrl":"https://doi.org/10.12930/nacada-19-33","url":null,"abstract":"In an effort to promote the advancement of the advising profession, this study examines trends related to current knowledge of academic advising and the relationships between various forms of postsecondary advising practices and student outputs. Using content analysis techniques, we analyzed research articles published in NACADA Journal between 2004 and 2018 to identify trends in the ways academic advising has been studied. Major findings include the small number of studies (n = 18) over a 15-year period that relate advising to outputs and the lack of research focusing on underrepresented student populations despite the continued significant growth of these diverse groups. Recommendations highlight characteristics of academic advising that may benefit from further scholarly inquiry.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"310 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132011765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maureen E. Wilson, Amy S. Hirschy, John M. Braxton, T. N. Dumas
The purpose of this study was to determine if there is evidence of a normative structure for primary role advisors and, if so, whether views of those norms vary by personal and positional characteristics. We developed the Academic Advising Behaviors Inventory (AABI) and surveyed members of NACADA: The Global Community for Academic Advising. Using principal components factor analysis, we identified four inviolable norms that primary role advisors regard as requiring severe sanctions when crossed: Policy Violation, Disrespectful Interactions, Neglectful Supervision, and Confidentiality Breach. Regression analyses revealed some significant differences in the perception of these norms by gender identity, race, and supervision. We conclude by discussing implications for practice and future research.
{"title":"Inviolable Norms of Primary Role Advisors","authors":"Maureen E. Wilson, Amy S. Hirschy, John M. Braxton, T. N. Dumas","doi":"10.12930/nacada-19-23","DOIUrl":"https://doi.org/10.12930/nacada-19-23","url":null,"abstract":"The purpose of this study was to determine if there is evidence of a normative structure for primary role advisors and, if so, whether views of those norms vary by personal and positional characteristics. We developed the Academic Advising Behaviors Inventory (AABI) and surveyed members of NACADA: The Global Community for Academic Advising. Using principal components factor analysis, we identified four inviolable norms that primary role advisors regard as requiring severe sanctions when crossed: Policy Violation, Disrespectful Interactions, Neglectful Supervision, and Confidentiality Breach. Regression analyses revealed some significant differences in the perception of these norms by gender identity, race, and supervision. We conclude by discussing implications for practice and future research.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131768265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patricia Witkowsky, K. Starkey, Grant Clayton, Martin L. Garnar, Ashley Andersen
Dual enrollment (DE) is a common method for high schools to offer postsecondary preparation, exposure to college-level expectations, and, potentially, college credit. Some dual-enrollment students enter college with 24 semester hours. Upon matriculation, these high-credit DE (HCDE) students present unique challenges to college academic advisors. This study examined the experiences of these advisors by utilizing semi-structured interviews with academic advisors from Colorado who work with HCDE students. Advisors frequently had to address implications of DE credits on time to graduation, degree planning, potential costs savings, and tradeoffs with on-campus experiences. Implications include the need for four-year institutions to better communicate with high school students and counselors and to improve planning for the complexities of HCDE students.
{"title":"Promises and Realities: Academic Advisors' Perspectives of Dual Enrollment Credit","authors":"Patricia Witkowsky, K. Starkey, Grant Clayton, Martin L. Garnar, Ashley Andersen","doi":"10.12930/nacada-19-24","DOIUrl":"https://doi.org/10.12930/nacada-19-24","url":null,"abstract":"Dual enrollment (DE) is a common method for high schools to offer postsecondary preparation, exposure to college-level expectations, and, potentially, college credit. Some dual-enrollment students enter college with 24 semester hours. Upon matriculation, these high-credit DE (HCDE) students present unique challenges to college academic advisors. This study examined the experiences of these advisors by utilizing semi-structured interviews with academic advisors from Colorado who work with HCDE students. Advisors frequently had to address implications of DE credits on time to graduation, degree planning, potential costs savings, and tradeoffs with on-campus experiences. Implications include the need for four-year institutions to better communicate with high school students and counselors and to improve planning for the complexities of HCDE students.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130593670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John Zilvinskis, Renae E. Barber, Johanna L. Brozinsky, Shelby R. Hochberg
In prior scholarship, researchers identified barriers students with disabilities encounter in accessing academic advising, such as social stigma and hesitance to disclose. Through our study, we sought to inform advising practice by exposing the perceived deficit in services toward this population, uniquely evidenced by large data. The National Survey of Student Engagement academic advising data from 55,945 first-year students and 260 institutions were analyzed through multilevel models to measure differences in academic advising behaviors toward students with disabilities (10.12%) and the general population based on student self-reporting. Results illustrate that even when accounting for student backgrounds and institutional characteristics, academic advising behaviors were perceived as lower for students with disabilities, highlighting the need to intentionally improve services for these students.
{"title":"Measuring the Differential Effects of Behaviors of Academic Advisors for Students with Disabilities","authors":"John Zilvinskis, Renae E. Barber, Johanna L. Brozinsky, Shelby R. Hochberg","doi":"10.12930/nacada-19-25","DOIUrl":"https://doi.org/10.12930/nacada-19-25","url":null,"abstract":"In prior scholarship, researchers identified barriers students with disabilities encounter in accessing academic advising, such as social stigma and hesitance to disclose. Through our study, we sought to inform advising practice by exposing the perceived deficit in services toward this population, uniquely evidenced by large data. The National Survey of Student Engagement academic advising data from 55,945 first-year students and 260 institutions were analyzed through multilevel models to measure differences in academic advising behaviors toward students with disabilities (10.12%) and the general population based on student self-reporting. Results illustrate that even when accounting for student backgrounds and institutional characteristics, academic advising behaviors were perceived as lower for students with disabilities, highlighting the need to intentionally improve services for these students.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130509552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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