Building First-Generation Student Satisfaction for Students of Color: The Role of Academic Advising

“Not Every Advisor Is for Me, but Some Are”: Black Men’s Academic Advising Experiences during COVID-19

“…This is closely linked to the research of Carnaje [35], who discovered that academic advisors need to be sensitive to cultural backgrounds. These findings are extended by the Matthews and team [21], who add the significance of recognizing the importance of academic advising appointment times as a significant part of the process of constructing a collaborative, holistic, and supportive academic advising environment for Students of Color. Collectively, humanizing practices and understanding the experiences of Students of Color remain important parts of the advising process.…”

“…Furthermore, based on the narratives shared by the participants in this scholarship, humanizing virtual academic advising spaces that validate their individual lived experiences is a critical part of supporting Black men. We uplift the work of Bloom and team (2008) as their appreciative advising framework has been proven to be effective in supporting Students of Color in academic advising spaces [21,55].…”

“…In concert with the issues related to COVID-19 and racial injustices, mental health issues have seen a rise on college campuses for Students of Color [17,[21][22][23]. While these issues are not new, with the increased challenges related to isolation and lack of engagement with peers due to COVID-19 and the ongoing racial injustices, Students of Color are spending more time in virtual spaces [24].…”

“…For example, Feghali and colleagues [28] found online student advising to be advantageous and efficient. However, academic advising for Students of Color frequently requires recognizing their multiple identities [21,29], which has often been emphasized in face-to-face academic advising experiences.…”