Considering Race and Space: Mapping Developmental Approaches for Providing Culturally Responsive Advising

exploration of the perceptions and experience of students of color with white student affairs professionals

“…It is safe to say that either the lack of knowledge or ignorance of the culture of students of color has deeply affected their academics and their well being. Many white college campuses are historically known to establish policies and practices that benefit them including white students and not students of color (Mitchell, Wood, & Witherspoon, 2010). In addition, many predominantly white institutions have already established their own culture (Harwood et al, 2012), which conflicts with the culture of minority students who are largely enrolling in these types of institutions.…”

“…This is mainly because, historically, students of color have been excluded from attending college in the United States for many years since the colonial period to its racial segregationist-era and into part of the twenty century (Mitchell, Wood, & Witherspoon, 2010). Due to the exclusion of students of color for many years, the arrival of this particular racial and ethnic group has created a unique dilemma for both higher education leaders who are currently in power and students of color who have been traditionally marginalized (Mitchell, Wood, & Witherspoon, 2010). Despite the arrival of minority students in predominantly white institutions, bureaucratic structures and policies are still not yet more open or more accessible for students of color (Mitchell, Wood, & Witherspoon, 2010).…”

“…Due to the exclusion of students of color for many years, the arrival of this particular racial and ethnic group has created a unique dilemma for both higher education leaders who are currently in power and students of color who have been traditionally marginalized (Mitchell, Wood, & Witherspoon, 2010). Despite the arrival of minority students in predominantly white institutions, bureaucratic structures and policies are still not yet more open or more accessible for students of color (Mitchell, Wood, & Witherspoon, 2010). The history of excluding students of color in colleges and universities strongly reflect the current institutional policies, culture, and practices that impact the experiences (mostly negative student outcomes such as academic performance) of minority students in predominantly white institutions today (Mitchell, Wood, & Witherspoon, 2010).…”

“…Despite the arrival of minority students in predominantly white institutions, bureaucratic structures and policies are still not yet more open or more accessible for students of color (Mitchell, Wood, & Witherspoon, 2010). The history of excluding students of color in colleges and universities strongly reflect the current institutional policies, culture, and practices that impact the experiences (mostly negative student outcomes such as academic performance) of minority students in predominantly white institutions today (Mitchell, Wood, & Witherspoon, 2010). Morrison (2010) explains how minority students must be able to see their own cultures reflected in the leadership and the power structures of the colleges and universities they are enrolled in.…”

“…With this approach, students' of color culture, history and experiences are all taken into consideration by student affairs professionals including higher education leaders, which requires student affairs professionals to use their comprehensive knowledge to be actively engaged with students of color across cultural differences (Carnaje, 2016;Mitchell & Rosiek, 2005;Mitchell, Wood, & Witherspoon, 2010). By using this approach, culturally responsive advising, students of color may value student affairs professionals more because simply not only do they provide academic support but also they understand the ethnic and racial implications of being a minority student at an institution that is predominantly white (Carnaje, 2016).…”