Culturally responsive advising : a new avenue for supporting Chinese international and Chinese American students
Abstract/Contents
- Abstract
- My mixed methods dissertation, entitled "Culturally Responsive Advising: A New Avenue for Supporting Chinese International and Chinese American Students," seeks to understand and rectify cultural mismatches in advising for Chinese diaspora students. My first study analyzes interviews with 41 Chinese diaspora and European American undergraduates and 33 advisors. I found strong evidence for cultural mismatches in: (i) collectivistic vs. individualistic definitions of "autonomy;" (ii) emphases on passion as a motivator; (iii) expectations of academic and role exploration; (iv) the amount of "student leadership" expected in advising; and (v) expectations of socioemotional support. My second study follows 20 Chinese diaspora undergraduates longitudinally through their first year. It triangulates journal entries, interviews, unofficial transcripts, and activities lists to examine the role of culturally responsive advising during this critical transition year and identifies advising practices that contribute to cultural (mis)matches. Both Chinese American and international students identified similar advising practices, such as emphasizing exploration and encouraging students to lead conversations. Chinese American students, often more acculturated to European American norms, generally perceived these practices as cultural matches; their international peers generally perceived them as mismatches and concurrently felt less supported by their institutions. My third study utilizes quantitative analyses (e.g., EFA, CFA, t-test, ANOVA, ordered logistic regression) of 221 survey responses from Chinese diaspora and European American students. The study seeks to understand the relationships of specific advising practices to outcomes essential for student success (e.g., satisfaction with advising support, belonging, future help-seeking, campus engagement, and bicultural competence). Together, this dissertation identifies the promise of culturally responsive advising to improve support for this large population of international and immigrant undergraduates.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2024; ©2024 |
| Publication date | 2024; 2024 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Schell, Emily P. (Emily Petruzzelli) |
|---|---|
| Degree supervisor | Padilla, Amado M |
| Thesis advisor | Padilla, Amado M |
| Thesis advisor | Antonio, Anthony Lising, 1966- |
| Thesis advisor | Damon, William, 1944- |
| Thesis advisor | Gumport, Patricia J |
| Degree committee member | Antonio, Anthony Lising, 1966- |
| Degree committee member | Damon, William, 1944- |
| Degree committee member | Gumport, Patricia J |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Emily P. Schell. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2024. |
| Location | https://purl.stanford.edu/zt912rk7642 |
Access conditions
- Copyright
- © 2024 by Emily Petruzzelli Schell
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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