Do not make assumptions about what advisees already understand about university life
Provide as much information as possible about how to navigate university and college processes, using different methods such as verbal communication, handouts, email, diagrams, pamphlets, maps, etc.
Provide resources beyond academic resources such as campus life, mental and physical health, social activities and dilemmas, and family support
If you decorate for holidays, ensure you represent a variety of religious and cultural holidays
If you have decorations in your office, ensure that different cultural, racial and gender identities are represented
Advising Climate
Ask advisees for the phonetic pronunciation of their names and use the pronunciation to address and identify them
Ask advisees for their pronouns, and use their pronouns accordingly
Recognize that all of your advisees have multiple identities that inform their cultural practices, beliefs, behaviors and expectations.
Acknowledge that because someone does something differently than you would expect does not make it wrong
Recognize that you have multiple identities that inform your cultural practices, beliefs, behaviors and expectations
Reflect on how your multiple identities differ from your advisees' practices, beliefs and behaviors, and how that might affect your advisees' success at the university
Recognize the power you hold as an advisor and consider how this dynamic may affect an advisee's ability to ask for help, provide feedback or respond to a request
Monitor the assumptions you make about your advisees and work to challenge negative assumptions or biases that do not support your advisees' success
Advisees may have varying ideas about what is helpful for them. Seek to understand their perspective before offering yours, particularly when there is disagreement
Communication
Ask your advisees questions about themselves and actively listen to their answers.
Recognize that not all advisees will feel comfortable sharing or may need multiple interactions to feel comfortable enough to do so
Do not pressure advisees to share information about themselves
Share information about yourself, but do not overshare or take up too much time
Use intrusive and proactive advising techniques; meet advisees outside of the office environment, go with them to their appointments, personally introduce them to relevant personnel, etc.
Validate advisees' experiences; do not challenge or negate the experiences of your advisees
Verbally express and affirm your advisees' ability to be successful.
Take note of advisees with which you struggle to maintain contact. Are there other methods of connecting that might be more effective?
Regularly ask your advisees for feedback on what has or has not been effective in your advisor-advisee relationship
Understand that intention is not the same thing as impact.; the impact of what you say or do may be harmful even when you do not intend it
Make repairs when harm is caused even when the harm is not fully understood
Admit mistakes openly and model your own self-improvement
Ask open-ended questions to gather information about advisees' academic performance.
What classes do you think you performed best in?
Why do you think you performed better in that class?
What do you think is the relationship between your grade and what you have learned in that class?
Other Considerations
How can l build trust with advisees?
How am I empowering advisees to take risks and be confident in their ability to be successful?
Am l making assumptions about advisees' knowledge of the higher education process?
In what ways can I support advisees' transitions through the higher education process?
How can l infuse issues of social justice and civic engagement in our advising relationship?
Carnaje, E.G. (2016). "Advising across race: Providing culturally-sensitive academic advising at predominantly white institutions," The Vermont Connection, 37-47
Museus, S.D. and Ravello, J.N. (2010). "Characteristics of academic advising that contribute to racial and ethnic minority student success atpredominantly white institutions," NACADA Journal, 47-58
We use cookies to provide and improve our services. By using our site, you consent to cookies.