NACADA Journal Volume 41: Issue 1

This issue offered us, as coeditors of the NACADA Journal, an opportunity to further advance the current conversation regarding equity and social justice. In his 2018 Annual Conference keynote address, Tyrone Howard explicated the important distinction between equality and equity, suggesting that the former harbors a false narrative constructed in the absence of contextual and sociocultural differences and experiences. Equity, on the other hand, takes these elements into consideration by challenging often unquestioned assumptions about how students experience college and by encouraging reflection and dialogue about ways to better support student learning success. During the 2020 NACADA Annual

Racial and ethnic minority student departure continues to be a major concern for higher education researchers, policy makers, and practitioners. We explore the role that academic advisors play in facilitating success among students of color at predominantly White institutions that have demonstrated effectiveness at generating ethnic minority success. Three themes emerged from the findings and underscore the characteristics of academic advising that contribute to that success. First, participants noted the importance of advisors who humanized the practice of academic advising. Second, they highlighted the impact of those who adopted a multifaceted approach to advising. Finally, participants emphasized the importance of proactive academic advising. Implications for academic advising practices are discussed.

It has been more than a decade since Museus and Ravello analyzed the roles that culturally engaging academic advisors play in producing equitable outcomes among racially diverse student populations. Their study highlighted the importance of humanized, holistic, and proactive advising in effectively serving students of color in particular. In this essay, one of the original authors discusses how a decade of research has built on this earlier analysis and summarizes evolving insights about the role of culturally engaging advising in supporting students of color. The article concludes with implications for future research, policy, and practice aimed at more equitably serving diverse populations.

Latinx undergraduate students on academic probation after their first semester of community college risk further course failure and dropping out. As the largest minority on college campuses, it is important to understand Latinx college students' experiences with academic probation during freshman year to develop strategies that can support them in the community college context. Using Schlossberg's and Tinto's transition theories, we explored nine Latinx community college students' perceptions after being placed on academic probation during freshman year. Findings indicate that challenges managing employment, coursework, family obligations, and academic and social integration, as well as difficulties navigating the college system, contributed to academic probationary status. Furthermore, these participants developed significant emotional stress, transformational experiences, and new behaviors due to academic probation.

From the Coeditors

A Higher Calling: Toward a More Spacious Role for Academic Advisors

Introduction of Dr. Rendón by Barbara Smith

Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions

Revisiting the Role of Academic Advising in Equitably Serving Diverse College Students

Latinx Community College Students on Academic Probation: Struggles and Success

Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising

Senioritis: College Student Perceptions on Causes, Outcomes, and Support

The Perceptions Community College Advising Coordinators Have of Their Institutional Advising Models: An Exploratory Study

Toward a Substantive Theory of the Academic Advising Process: A Grounded Theory

Correction Notice

From the Co-Editors

Understanding Athletics Academic Advisors’ Experience with Job Burnout

Rural College Students’ Academic, Financial, and Health-Related Obstacles During the COVID-19 Pandemic: Implications for Academic Advisors

Career Advising in a VUCA Environment

From the Co-Editors

THE URSINUS COLLEGE FRESHMAN ADVISING PROGRAM

CAMPUS LEAVING BEHAVIOR

APPROACHING A DEFINITIVE POSITION ON ACADEMIC ADVISING

THE ADVISOR UNDER STRESS—FIRED UP OR BURNED OUT?

WHAT YOU'D REALLY LIKE TO SAY . . .