Student perceptions of how faculty advising supports the academic persistence of students of color at one predominantly white institution
Year: 2019
Type: dissertation
Abstract: Racial disparity exists in the rates of persistence and degree attainment within American higher education. Some racial minority groups experience high rates of college attrition, resulting in lower lifetime wages and higher rates of both unemployment and incarceration than people who earn a bachelor degree. Although many studies have researched the causes of minority student attrition, less is known about factors leading to the academic success of students of color. Academic advising is well-defined in the literature as related to student satisfaction and retention. \nThe following qualitative study used Harper’s anti-deficit achievement framework to investigate the perceptions of students of color who have persisted at one public, regional university. The purpose of the study was to explore how students of color perceive and experience faculty academic advising at the predominantly White study institution. Of specific interest was how advisors’ actions supported or hindered these students’ persistence at a Predominantly White Institution (PWI), as well as what students of color recommend as best practices for supporting their academic persistence. \nData was collected using semi-structured interviews, university documents, field notes, reflexive journaling, and the lens of the researcher. The information was then analyzed using the constant comparative method followed by open and axial coding to identify themes in the data. Research question one explored how students of color perceived faculty academic advising affected their persistence at the predominantly White study institution. Analysis of the data collected to address this research question produced the following four themes: (1) advisor effects on student persistence may be limited, (2) there are differences between an assigned advisor and a campus mentor, (3) reluctance to disclose personal information to an advisor, and (4) a reliance on self. Research question two explored which interactions with faculty advisors at the PWI students perceived to be supportive of or hindering to their persistence. Themes that emerged in the data were: (1) poor advising experiences may lead to major changes, and (2) desirable advisor qualities include being knowledgeable and approachable. Research question three investigated what students would recommend for supporting students of color at a PWI. The recommendations that emerged from the data include: (1) faculty advisors need to build relationships with their advisees outside of classes, (2) students should take at least one course with their advisor, (3) institutions should promote cultural events and student organizations, and (4) students of color need to be pragmatic when selecting an institution. \nFindings from this study lead to recommendations for higher education practice, including: (1) discuss with students the importance of academic advising and the role the process plays in a student’s larger college experience, (2) provide mentorship opportunities for students of color at PWIs, (3) expand required training for academic advisors, (4) create a Center for Diversity and Inclusion on campus, and (5) diversify scholarship offers for students of color. Results of this study can be used to inform how the study institution can better support the academic persistence of students of color through faculty academic advising. Future research addressing faculty academic advising at historically Black colleges and universities as well as Hispanic serving institutions could reveal differences in student perceptions of faculty advising at various institution types. Further, useful information could be gleaned from studies analyzing retention trends of students of color after implementing support services.
Author: Wendy Yoder
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3012166444