Searching for the Knowledge That Enables Culturally Responsive Academic Advising
Abstract
The authors document and analyze the nature and content of the knowledge that enables academic advisors to provide culturally responsive service to African-American students. Their findings suggest that there is a complex grounding for this type of service, one that goes beyond simply sharing racial identity with students. Specifically, they suggest that knowledge of the discourses about education in students' communities of origin, discourses often based on collective experience, are a valuable resource to educators in their efforts to promote educational equity for African-American students. The resulting conception of student service has specific implications for educational practice and policy concerning targeted hiring practices, professional development for all educators, and higher education policy makers in general.
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