자료유형  

 학위논문

Control Number  

0017162991

International Standard Book Number  

9798384341338

Dewey Decimal Classification Number  

378.198

Main Entry-Personal Name  

Schell, Emily Petruzzelli.

Publication, Distribution, etc. (Imprint  

[S.l.] : Stanford University., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

212 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: B.

General Note  

Advisor: Padilla, Amado.

Dissertation Note  

Thesis (Ph.D.)--Stanford University, 2024.

Summary, Etc.  

요약As higher education diversifies, students from underrepresented backgrounds find themselves on campuses that are not prepared to support them or are steeped in European American cultural norms. These students experience cultural mismatcheswhen their personal norms do not match those of their institutions, which can harm their social and academic progress. My mixed methods dissertation, entitled "Culturally Responsive Advising: A New Avenue for Supporting Chinese International and Chinese American Students," seeks to understand and remedy cultural mismatches in academic advising for Chinese international and Chinese American (i.e., Chinese diaspora) students.My first study (published in the National Academic Advising Association Journal) analyzed interviews with 41 Chinese diaspora and European American undergraduates and 33 advisors across four research universities. I found strong evidence for cultural mismatches for Chinese diaspora students in: (1) collectivistic vs. individualistic definitions of "autonomy;" (2) emphases on passion as a motivator for educational decisions; (3) expectations of academic and role exploration; (4) the amount of "student leadership" expected in advising; and (5) expectations of socioemotional support.My second study followed approximately 20 Chinese diaspora undergraduates longitudinally through their first year at one private research university. It triangulated student journal entries, semi-structured interviews, unofficial transcripts, and activities lists to examine the role of culturally responsive advising during this critical transition period and surface advising behaviors that contribute to cultural (mis)matches. Both Chinese American and international students identified similar advising behaviors, such as emphasizing exploration and encouraging students to lead conversations. Chinese American students, often more acculturated to European American norms, generally perceived these behaviors as a cultural match. In contrast, their international peers generally perceived them as a mismatch and felt less supported by their university--a finding that suggests an acute need for culturally responsive advising for these students.My third study utilized ordered logistic regression, ANOVA, t-test, and descriptive analyses of 221 survey responses from Chinese international, Chinese American, and European American students at four research universities. This study investigated the prevalence of the culturally (mis)matched advising behaviors identified in my first and second studies and these behaviors' relationships to students' satisfaction with advising as well as broader social outcomes (i.e., students' belonging, campus engagement, future help-seeking, bicultural competence). I found that, across all three groups, students experienced a more traditional, developmental advising approach that aligned with the European American norms embedded in U.S. higher education. This approach presented a cultural match for European American students, but a mismatch for their Chinese diaspora peers. Consequently, Chinese diaspora students reported lower levels of satisfaction with their advising experiences. This study also highlighted the importance of culturally responsive advising for Chinese international students in particular, who reported the strongest linkages between satisfaction with advising and their senses of belonging and bicultural competence.Together, these three studies underscore the importance of a higher education experience that affirms students' cultural backgrounds and the critical role that academic advisors can play in creating that experience. It also sets forth tangible steps for advisors to consider to improve the cultural responsiveness of their advising for this large group of international and immigrant students.

Subject Added Entry-Topical Term  

College students.

Subject Added Entry-Topical Term  

College campuses.

Subject Added Entry-Topical Term  

Decision making.

Subject Added Entry-Topical Term  

Higher education.

Subject Added Entry-Topical Term  

Asian American studies.

Subject Added Entry-Topical Term  

School counseling.

Subject Added Entry-Topical Term  

Counseling psychology.

Added Entry-Corporate Name  

Stanford University.

Host Item Entry  

Dissertations Abstracts International. 86-03B.

Electronic Location and Access  

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Control Number  

joongbu:657111