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
","abstract_html":"<p><strong>ABSTRACT</strong></p> <p>EXPLORING APPRECIATIVE ADVISING AS AN EQUITY APPROACH FOR AFRICAN AMERICAN STUDENTS: A GROUNDED THEORY STUDY OF ACADEMIC ADVISORS AT PREDOMINANTLY WHITE INSTITUTIONS (PWIs)</p> <p>By</p> <p>Valerie J. Harper</p> <p>October 28, 2019</p> <p>Dissertation supervised by Professor Gretchen Givens Generett</p> <p>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.</p> <p>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.</p> <p><em>Keywords</em>: critical race theory, appreciative advising, cycle of socialization, microaggressions, stereotypes, relationships, care, assimilation, predominantly White institutions, academic advising, equity, social justice</p>","abstract_has_math":false,"creators":["Harper, Valerie"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Interdisciplinary Doctoral Program for Education Leaders (IDPEL)","degree_department":null,"school":null,"contributors":["Gretchen Givens Generett","Launcelot I. Brown","Judith R. Griggs"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-20T08:00:00Z","date_published":"2019-12-20T08:00:00Z","updated_at":"2026-07-24T02:10:58Z","subjects":["critical race theory","appreciative advising","cycle of socialization","microaggressions","stereotypes","relationships","care","assimilation","predominantly White institutions","equity","social justice","advising","Academic Advising","Adult and Continuing Education","Adult and Continuing Education Administration","Bilingual, Multilingual, and Multicultural Education","Community College Education Administration","Community College Leadership","Disability and Equity in Education","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration","Higher Education","Higher Education Administration","Other Educational Administration and Supervision","Student Counseling and Personnel Services","Urban Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1842","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gretchen Givens Generett","Launcelot I. 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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
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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
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