Literaturnachweis - Detailanzeige
Autor/in | Lee, Jasmine A. |
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Titel | Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising |
Quelle | In: NACADA Journal, 38 (2018) 1, S.77-87 (11 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0271-9517 |
Schlagwörter | Critical Theory; Race; Academic Advising; College Students; African American Students; College Faculty; Institutional Characteristics; Whites; Racial Bias; Advocacy; Disproportionate Representation; Teacher Student Relationship; Emotional Response Kritische Theorie; Rasse; Abstammung; Akademischer Rat; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Fakultät; White; Weißer; Racial discrimination; Rassismus; Sozialanwaltschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionales Verhalten |
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. (As Provided). |
Anmerkungen | National Academic Advising Association. NACADA Executive Office, Kansas State University, 2323 Anderson Avenue Suite 225, Manhattan, KS 66502-2912. Tel: 785-532-5717; Fax: 785-532-7732; e-mail: nacada@ksu.edu; Web site: http://www.nacada.ksu.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |