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Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising 非传统女学生在辅导过程中的身份认同与边缘化经历
NACADA Journal Pub Date : 2018-12-01 DOI: 10.12930/NACADA-17-046
Elizabeth J Auguste, B. Packard, A. Keep
{"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}
引用次数: 10
Scholarly Advising and the Scholarship of Advising 学术咨询和咨询奖学金
NACADA Journal Pub Date : 2018-10-23 DOI: 10.1002/HE.20300
Wendy G. Troxel
{"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}
引用次数: 3
First-Generation Students With Undecided Majors: A Qualitative Study of University Reacculturation 第一代未决定专业学生:大学再适应的质性研究
NACADA Journal Pub Date : 2018-07-27 DOI: 10.12930/NACADA-16-030
Tracey A. Glaessgen, C. MacGregor, Jeffrey H. D. Cornelius-White, Robert S. Hornberger, Denise M. Baumann
{"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}
引用次数: 4
Assessing Advisor Competencies: A Delphi Method Study 评估顾问能力:德尔菲法研究
NACADA Journal Pub Date : 2018-07-01 DOI: 10.12930/NACADA-16-040
Donna J. Menke, Shaunna Stuck, Sara Ackerson
{"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}
引用次数: 10
Leaders' Perceptions of the Professionalization of Academic Advising: A Phenomenography 领导者对学术咨询专业化的认知:一个现象
NACADA Journal Pub Date : 2018-07-01 DOI: 10.12930/NACADA-17-041
Craig M. McGill
{"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}
引用次数: 12
The Relationship Between Student–Parent Communication and First-Year Academic Performance 学生与家长沟通与一年级学习成绩的关系
NACADA Journal Pub Date : 2018-07-01 DOI: 10.12930/NACADA-16-045
D. Weintraub, L. Sax
{"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}
引用次数: 1
Event History Analysis for Investigating the Likelihood and Timing of Changing Majors 事件历史分析用于调查学生转专业的可能性和时机
NACADA Journal Pub Date : 2018-07-01 DOI: 10.12930/NACADA-17-039
J. Sklar
{"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}
引用次数: 2
In Memory Virginia N. Gordon December 13, 1927 to November 21, 2017 纪念Virginia N. Gordon, 1927年12月13日至2017年11月21日
NACADA Journal Pub Date : 2018-07-01 DOI: 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}
引用次数: 0
Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising 肯定、支持与倡导:批判种族理论与学术建议
NACADA Journal Pub Date : 2018-07-01 DOI: 10.12930/NACADA-17-028
Jasmine A. Lee
{"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}
引用次数: 27
Prescriptive vs. Developmental: Academic Advising at a Historically Black University in South Carolina 规定性与发展性:南卡罗来纳州一所历史悠久的黑人大学的学术指导
NACADA Journal Pub Date : 2018-07-01 DOI: 10.12930/NACADA-15-010
Twaina A. Harris
{"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}
引用次数: 15
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