Date
6-19-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
David Vacchi
Keywords
academic advising, cross-race academic advising, cross-ethnic academic advising, first-generation, first-generation student, higher education, Latina/o students, Latino students, persistence, persistence theories, relational-cultural theory, retention, student persistence, student retention
Disciplines
Educational Leadership | Higher Education
Recommended Citation
Alvarez, Aisha A., "A Hermeneutical Phenomenological Analysis of Cross-Race/Cross-Ethnic Academic Advising First-Generation Latina/o Students Attending a Predominantly White Institution" (2024). Doctoral Dissertations and Projects. 5741.
https://digitalcommons.liberty.edu/doctoral/5741
Abstract
The purpose of this hermeneutic phenomenological study was to explore the experiences of first-generation Latina/o students with non-Latina/o academic advisors at a Predominantly White Institution, Pink Ivy University. It is important to identify policies and practices for academic advising that can strengthen the relationship between first-generation Latina/o students and non-Latina/o academic advisors. Miller’s relational-cultural theory (RCT) guided this study. RCT was used to shape the sub-research questions and was used to frame the data analysis. First-generation Latina/o students over 18 who have completed at least one full year at the selected PWI and have used the services of their non-Latina/o academic advisor were chosen to participate in the study using purposive sampling to ensure insight about the phenomenon can be obtained. Data was collected through individual interviews and focus groups with the students. The data was analyzed using approaches as defined by van Manen for hermeneutic phenomenology. Most of the student in this study expressed that they did not feel their advisors were truly invested in them as an individual. The student conveyed that their advisors did not take the time to get to know them personally and did not tailor their approach to the individual person. The students communicated this overall approach did not evoke confidence in their advisor’s skillset and made the advisor unrelatable. The findings indicated the students felt out of touch, disappointed, disconnected, misguided, and unfilled with their advisors. In order to cultivate relationships and better serve the students, advisors must express cultural compassion, awareness, and competence to remain relevant and necessary to the educational structure.
