Date Approved

5-2-2022

Embargo Period

5-10-2022

Document Type

Thesis

Degree Name

M.A. Higher Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Stephanie Lezotte, Ph.D.

Committee Member 1

Andrew Tinnin, Ed.D.

Committee Member 2

Tyrone McCombs, Ph.D.

Keywords

Academic Advising, Lower-income, Working-class

Subject(s)

Counseling in higher education

Disciplines

Higher Education

Abstract

The purpose of this research study was to explore the experiences and perceptions of lower-income and working-class undergraduate students at Rowan University towards academic advising practices. This study utilized interviews and qualitative data analysis in order provide recommendations for how to advise lower-income students effectively, offer insight into impactful experiences for lower-income college students, as well as what expectations these student populations have of advising experiences. The participants in this study were three lower-income undergraduate students attending Rowan University in the Spring 2022 semester. Participants were interviewed on their past experiences with academic advising, perceptions of advising as a whole, their social class identity, and the intersection of this in their advising experiences, with questions adapted from Auguste et al. (2018). The most significant themes were (a) the need for advisors to share quality information and resources, (b) the need for a caring advisor- advisee relationship, (c) the role other students played in shaping participants' perceptions of academic advising. The findings also reveal the roles participants ascribe to academic advisors, as well as how social class identities were rarely involved in the advising process. Recommendations include suggestions for academic advising practice in addition to further exploration of lower-income students and academic advising.

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