The purpose of this qualitative study was to understand how international doctoral students matched with their faculty advisors, what types of advising experiences they had, and how these interactions influenced their first-year success in their doctoral programs. We applied the lens of developmental advising to situate the advising experiences of our sample due to the framework’s emphasis on holistic student support. We conducted individual semi-structured interviews with 21 international doctoral students attending a large research-intensive university in a Southeastern state.  Our findings revealed that students were often matched with an interim advisor. While most reported a positive advising experience, the data revealed concerning differences in the type of advising experiences and support reported based on academic discipline. This study contributes to the body of literature by studying advisor-advisee matching among international doctoral students, who are less frequently studied, and by further analyzing how advising experiences shape international students’ academic transitions.

No abstract

Across the Central American region, several groups received political autonomy by the end of the 20th century. By granting autonomy to these groups, countries like Nicaragua acknowledged certain populations as members of distinct ethnic groups. This was not the case for every country or group in the region, and the lack of effective ethno-racial policy-making considerations across Central America has led to language attrition, loss of land and water rights, and commodification of historic communities. This article focuses on Honduras and Belize as unique sites of ethno-racial and socio-cultural policy making, group identity making and unmaking, and group rights for the Garinagu. Specifically, this work forwards a re-examination of national ethno-racial policy and a critical assessment of political models based on ethno-cultural collective rights intended to combat racial discrimination.

No abstract

No abstract