Defense Date
10-28-2019
Graduation Date
Fall 12-20-2019
Availability
Immediate Access
Submission Type
dissertation
Degree Name
EdD
Department
Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School
School of Education
Committee Chair
Gretchen Givens Generett
Committee Member
Launcelot I. Brown
Committee Member
Judith R. Griggs
Keywords
critical race theory, appreciative advising, cycle of socialization, microaggressions, stereotypes, relationships, care, assimilation, predominantly White institutions, equity, social justice, advising
Abstract
ABSTRACT
EXPLORING APPRECIATIVE ADVISING AS AN EQUITY APPROACH FOR AFRICAN AMERICAN STUDENTS: A GROUNDED THEORY STUDY OF ACADEMIC ADVISORS AT PREDOMINANTLY WHITE INSTITUTIONS (PWIs)
By
Valerie J. Harper
October 28, 2019
Dissertation supervised by Professor Gretchen Givens Generett
African American matriculation into postsecondary education continues to rise, but degree conferral remains low (Hoston, Graves, & Fleming-Randle, 2010). Arguably, Harper and Hurtado’s (2007) research, as far back as 1992, stated black students and other students of color have dealt with alienation, isolation, and stereotyping at PWIs; this continues to persist today (Lee, 2018), which may interrupt the academic success of African American students. The cycle of socialization, critical race theory, and racial microagressions were the foundational theories used to explore a gap in the emergent appreciative advising framework to practice, as I attempted to understand the effect upon relationship building with the intersection of race in an academic advising context of postsecondary education.
In this argument, the appreciative advising framework is identified as a possible theoretical framework in which to insert equity and social justice, to enliven traditional practices within the academic advising sphere of influence in order to address the needs of students of color beyond rhetoric or surface acceptance of race and differences campus wide. To address students’ reality, I interviewed eleven appreciative advisors in their institutions to hear their perspectives and voices on how the use of the appreciative advising framework enriched their professional space and interactions with students, specifically, with African American students. Finally, the appreciative advising framework seems to be adaptable to many student demographics or other areas in universities and colleges where the delivery of services is important for the retention and degree conferral of all students.
Keywords: critical race theory, appreciative advising, cycle of socialization, microaggressions, stereotypes, relationships, care, assimilation, predominantly White institutions, academic advising, equity, social justice
Language
English
Recommended Citation
Harper, V. (2019). Exploring Appreciative Advising as an Equity Approach for African American Students: A Grounded Theory Study of Academic Advisors at Predominantly White Institutions (PWIs) (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1842
Included in
Academic Advising Commons, Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, Bilingual, Multilingual, and Multicultural Education Commons, Community College Education Administration Commons, Community College Leadership Commons, Disability and Equity in Education Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Higher Education Commons, Higher Education Administration Commons, Other Educational Administration and Supervision Commons, Urban Education Commons