Academic Advisors' Perceptions of Implicit Bias in Interactions with Students: An Exploratory Case Study

Autor/in	Brown, Bobby A.
Titel	Academic Advisors' Perceptions of Implicit Bias in Interactions with Students: An Exploratory Case Study
Quelle	(2023), (194 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of South Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-3622-9
Schlagwörter	Hochschulschrift; Dissertation; Faculty Advisers; Higher Education; Bias; Interaction; College Students; Prior Learning; Stereotypes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktion; Collegestudent; Vorkenntnisse; Klischee
Abstract	Academic advisors are crucial to the success of students who attend higher education institutions (e.g., Himes, 2014; Paul & Fitzpatrick, 2015; Smith, 2005). They guide students to complete their degrees in a timely progression and serve as a contact for students to help increase a sense of belonging on college campuses. Higher education literature presented evidence that suggested academic advisors demonstrate implicit bias while interacting with students they advise (e.g., Bahr, 2008; Grau & Zotos, 2016). Implicit bias may expose academic advisors to errors in judgment and decision making while assisting students. The purpose of this qualitative case study was to explore academic advisors' perceptions of implicit bias in interactions with students. Semi-structured interviews illuminated the lived experiences of academic advisors' prior knowledge about implicit bias and their feelings about it manifesting during their interactions with advising students. Three major themes emerged from the data analysis: 1) participants had prior knowledge and are familiar with the topic of implicit bias; 2) participants believed biased interactions can influence student success; 3) participants' responses to interview questions displayed implicit attitudes and implicit stereotypes while assisting students. These findings offer insight into meaningful professional development opportunities for academic advisors who are employed at higher education institutions, as well as future research into institutional factors that may contribute to implicit bias in academic advising. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01