STEM Diversity in Advising: Ethnicity and Its Impact on Academic Advisor Value at U.S. Higher Education
DOI:
https://doi.org/10.33423/jhetp.v24i6.7146Keywords:
higher education, STEM education, diversity, advising, ethnicity, nonprofit, enrollment, retentionAbstract
This study aims to investigate how student ethnicity influences the perceived value of academic advising in STEM fields at college. The research method employed a correlational, non-experimental approach and collected data from STEM undergraduates through a survey. The survey’s primary goal is to analyze how students from diverse ethnic backgrounds rate their academic advisors’ effectiveness and importance. The analysis focuses on variables such as satisfaction with advising, advisor accessibility, and their perceived impact on academic success. It aims to identify significant correlations between ethnicity and students’ perceptions of their advisors’ value. The preliminary results demonstrate noticeable discrepancies in the perceived value of advising among different ethnic groups, with underrepresented minorities reporting different expectations and experiences compared to their peers. These findings underscore the need for culturally sensitive advising practices that cater to the diverse needs of the student body to improve the general academic experience and retention in STEM fields. The study also suggests implementing targeted advisor training programs that prioritize cultural awareness for further research.
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