Nontraditional women students, defined as older than 24 years, parents, or veterans, compose a fast-growing higher education population. Many face identity-related challenges when interacting with advisors. From 2 northeastern U.S. women's colleges, 42 nontraditional women students participated in phenomenological interviews focused on their advising experiences, including the way advisors engaged with their identities. We classified 6 themes, 3 positive (guidance, identity recognition, advocacy) and 3 negative (indifference, identity marginalization, gatekeeping), that underscored the centrality of advisor engagement with identity for advisee-defined experiences. Advisors encouraged nontraditional women when recognizing intersectional identities as assets but also marginalized students through stereotyping or communicating low expectations. We highlight implications for future research and practice in this domain.
{"title":"Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising","authors":"Elizabeth J Auguste, B. Packard, A. Keep","doi":"10.12930/NACADA-17-046","DOIUrl":"https://doi.org/10.12930/NACADA-17-046","url":null,"abstract":"Nontraditional women students, defined as older than 24 years, parents, or veterans, compose a fast-growing higher education population. Many face identity-related challenges when interacting with advisors. From 2 northeastern U.S. women's colleges, 42 nontraditional women students participated in phenomenological interviews focused on their advising experiences, including the way advisors engaged with their identities. We classified 6 themes, 3 positive (guidance, identity recognition, advocacy) and 3 negative (indifference, identity marginalization, gatekeeping), that underscored the centrality of advisor engagement with identity for advisee-defined experiences. Advisors encouraged nontraditional women when recognizing intersectional identities as assets but also marginalized students through stereotyping or communicating low expectations. We highlight implications for future research and practice in this domain.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"79 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116699896","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}
Using the “advising is teaching” framework, this chapter addresses the bases for the study of academic advising both from an approach to the work involved (“scholarly advising”) and as an area of inquiry (“scholarship of advising”). Emerging research trends and critical issues are explored, including implications for collaborative inquiry related to student success.
{"title":"Scholarly Advising and the Scholarship of Advising","authors":"Wendy G. Troxel","doi":"10.1002/HE.20300","DOIUrl":"https://doi.org/10.1002/HE.20300","url":null,"abstract":"Using the “advising is teaching” framework, this chapter addresses the bases for the study of academic advising both from an approach to the work involved (“scholarly advising”) and as an area of inquiry (“scholarship of advising”). Emerging research trends and critical issues are explored, including implications for collaborative inquiry related to student success.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125089612","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}
Tracey A. Glaessgen, C. MacGregor, Jeffrey H. D. Cornelius-White, Robert S. Hornberger, Denise M. Baumann
When they enter institutions of higher education, students typically leave behind one culture to join another. Despite the higher rates of attrition for first-generation students over continuing-generation students and undecided students over declared students, little research has been focused on undeclared first-generation students. To understand the challenges and experiences of first-generation undecided students transitioning to a new and unfamiliar academic environment, we applied a reacculturation process to this qualitative exploratory case study of 35 students. Data came from interviews, focus group interactions, observations, and written responses to open-ended questions, which were subsequently triangulated. Findings revealed heightened feelings of stress, desire to become comfortable on campus, reliance upon continuing-generation friends, helpfulness of a specialized first-year seminar course, and uncertainty about advisors' roles.
{"title":"First-Generation Students With Undecided Majors: A Qualitative Study of University Reacculturation","authors":"Tracey A. Glaessgen, C. MacGregor, Jeffrey H. D. Cornelius-White, Robert S. Hornberger, Denise M. Baumann","doi":"10.12930/NACADA-16-030","DOIUrl":"https://doi.org/10.12930/NACADA-16-030","url":null,"abstract":"When they enter institutions of higher education, students typically leave behind one culture to join another. Despite the higher rates of attrition for first-generation students over continuing-generation students and undecided students over declared students, little research has been focused on undeclared first-generation students. To understand the challenges and experiences of first-generation undecided students transitioning to a new and unfamiliar academic environment, we applied a reacculturation process to this qualitative exploratory case study of 35 students. Data came from interviews, focus group interactions, observations, and written responses to open-ended questions, which were subsequently triangulated. Findings revealed heightened feelings of stress, desire to become comfortable on campus, reliance upon continuing-generation friends, helpfulness of a specialized first-year seminar course, and uncertainty about advisors' roles.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128292304","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}
Through the Delphi method study, we sought to identify essential competencies for entry-level academic advisors. Three surveys were administered to academic advisors with 5 years or more working in the field. Results from 57 advisors who completed all 3 rounds of surveys indicated a wide range of competencies essential for entry-level academic advisors. Consensus centered around 3 essential competencies: Communication skills, interpersonal skills, and knowledge of university policies and resources. We discuss the implications for practice and propose ideas for additional research.
{"title":"Assessing Advisor Competencies: A Delphi Method Study","authors":"Donna J. Menke, Shaunna Stuck, Sara Ackerson","doi":"10.12930/NACADA-16-040","DOIUrl":"https://doi.org/10.12930/NACADA-16-040","url":null,"abstract":"Through the Delphi method study, we sought to identify essential competencies for entry-level academic advisors. Three surveys were administered to academic advisors with 5 years or more working in the field. Results from 57 advisors who completed all 3 rounds of surveys indicated a wide range of competencies essential for entry-level academic advisors. Consensus centered around 3 essential competencies: Communication skills, interpersonal skills, and knowledge of university policies and resources. We discuss the implications for practice and propose ideas for additional research.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123393087","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}
Through the professionalization process, an occupation transforms into a profession. Although much scholarship has situated academic advising as a professional endeavor, in the past few years, the authors of two papers posited that advising is not a profession, a contention not shared by all within the advising community. Despite much scholarly deliberation, advising and the role of it in higher education remains misunderstood by administrators, faculty members, staff, students, and some advisors themselves. Therefore, discussions of professionalizing the field remain both inevitable and imperative. To advance the dialogue, a phenomenography was used to explore the variety of perspectives that NACADA leaders shared about the professionalization of academic advising. Five attitudinal categories emerged: assumptive, presumptive, emerging profession, inferiority complex, and the need for further definition.
{"title":"Leaders' Perceptions of the Professionalization of Academic Advising: A Phenomenography","authors":"Craig M. McGill","doi":"10.12930/NACADA-17-041","DOIUrl":"https://doi.org/10.12930/NACADA-17-041","url":null,"abstract":"Through the professionalization process, an occupation transforms into a profession. Although much scholarship has situated academic advising as a professional endeavor, in the past few years, the authors of two papers posited that advising is not a profession, a contention not shared by all within the advising community. Despite much scholarly deliberation, advising and the role of it in higher education remains misunderstood by administrators, faculty members, staff, students, and some advisors themselves. Therefore, discussions of professionalizing the field remain both inevitable and imperative. To advance the dialogue, a phenomenography was used to explore the variety of perspectives that NACADA leaders shared about the professionalization of academic advising. Five attitudinal categories emerged: assumptive, presumptive, emerging profession, inferiority complex, and the need for further definition.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131957596","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}
During a time of increasing parental engagement in the lives of college-going students, we examined how first-year students' perceived interaction with their parents predicted their academic performance. Data were collected from college students living in residential housing at a diverse and selective public research university in the western United States at two points in time (N = 995). Results revealed the value of quality over quantity of communication on students' academic performance. Notably, students interacted differently with their mothers and fathers, suggesting that when designing programs, administrators should recognize the different ways mothers and fathers contribute to academic performance.
{"title":"The Relationship Between Student–Parent Communication and First-Year Academic Performance","authors":"D. Weintraub, L. Sax","doi":"10.12930/NACADA-16-045","DOIUrl":"https://doi.org/10.12930/NACADA-16-045","url":null,"abstract":"During a time of increasing parental engagement in the lives of college-going students, we examined how first-year students' perceived interaction with their parents predicted their academic performance. Data were collected from college students living in residential housing at a diverse and selective public research university in the western United States at two points in time (N = 995). Results revealed the value of quality over quantity of communication on students' academic performance. Notably, students interacted differently with their mothers and fathers, suggesting that when designing programs, administrators should recognize the different ways mothers and fathers contribute to academic performance.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132605935","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}
Students change their majors for various reasons, and academic advisors often assume the role of facilitating that change through institutional agreements or contracts. Therefore, advisors need to identify time periods during enrollment with the greatest likelihood that students will seek to change majors. They must also examine the student characteristics associated with changing majors so that advisors can identify students to avoid delays to graduation. The relationship between student characteristics and the likelihood of changing majors over time was studied through event history analysis techniques applied to enrollment data for a cohort of first-time first-year students.
{"title":"Event History Analysis for Investigating the Likelihood and Timing of Changing Majors","authors":"J. Sklar","doi":"10.12930/NACADA-17-039","DOIUrl":"https://doi.org/10.12930/NACADA-17-039","url":null,"abstract":"Students change their majors for various reasons, and academic advisors often assume the role of facilitating that change through institutional agreements or contracts. Therefore, advisors need to identify time periods during enrollment with the greatest likelihood that students will seek to change majors. They must also examine the student characteristics associated with changing majors so that advisors can identify students to avoid delays to graduation. The relationship between student characteristics and the likelihood of changing majors over time was studied through event history analysis techniques applied to enrollment data for a cohort of first-time first-year students.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"141 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122657532","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 : 2018-07-01DOI: 10.12930/0271-9517-38.1.5
G. Steele, M. McDonald
{"title":"In Memory Virginia N. Gordon December 13, 1927 to November 21, 2017","authors":"G. Steele, M. McDonald","doi":"10.12930/0271-9517-38.1.5","DOIUrl":"https://doi.org/10.12930/0271-9517-38.1.5","url":null,"abstract":"","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116030014","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}
The research presented describes the unique challenges of students from historically marginalized communities, particularly Black students, attending predominantly White institutions. Challenges include overt and covert campus racism, daily microaggressions, and limited or no sense of belonging. How are these challenges exacerbated when a student's academic advisor is unable or unwilling to understand their daily experiences on a predominantly White campus? How can academic advisors work to affirm, support, and advocate for underrepresented students during their matriculation? Using critical race theory to improve practice for academic advisors, I call for advisors to gain and maintain a consciousness of the ways race and racism influence not only the experiences of students of color but also their relationships with academic professionals.
{"title":"Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising","authors":"Jasmine A. Lee","doi":"10.12930/NACADA-17-028","DOIUrl":"https://doi.org/10.12930/NACADA-17-028","url":null,"abstract":"The research presented describes the unique challenges of students from historically marginalized communities, particularly Black students, attending predominantly White institutions. Challenges include overt and covert campus racism, daily microaggressions, and limited or no sense of belonging. How are these challenges exacerbated when a student's academic advisor is unable or unwilling to understand their daily experiences on a predominantly White campus? How can academic advisors work to affirm, support, and advocate for underrepresented students during their matriculation? Using critical race theory to improve practice for academic advisors, I call for advisors to gain and maintain a consciousness of the ways race and racism influence not only the experiences of students of color but also their relationships with academic professionals.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129193780","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}
Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.
{"title":"Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina","authors":"Twaina A. Harris","doi":"10.12930/NACADA-15-010","DOIUrl":"https://doi.org/10.12930/NACADA-15-010","url":null,"abstract":"Many academic support programs promote the academic success of first-year students, and research has shown the importance of effective academic advising to first-year student retention. Among the numerous approaches to academic advising, the strategy used by advisors at historically Black colleges and universities (HBCUs) remains relatively unknown. This quantitative study is based on the most prevalent academic advising approach used at a HBCU in South Carolina. A well-documented survey was administered to 77 first-year students attending this institution to measure their experiences with prescriptive and developmental advising and their satisfaction with these advising approaches. The results showed that the most prevalent advising approach was developmental advising, and students were satisfied with aspects of both strategies.","PeriodicalId":158925,"journal":{"name":"NACADA Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114801505","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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