Book contents
- Supporting College Students of Immigrant Origin
- Supporting College Students of Immigrant Origin
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Part I Beginnings
- Part II Experiences
- Part III Institutional Arrangements
- Chapter 12 Student Success Considerations for First-generation, Working-class Latinx College Students
- Chapter 13 Honoring Immigrant College Students’ Funds of Knowledge through Appreciative Advising
- Chapter 14 How Institutional Policies and Practices Impact Black Immigrant College Students’ Experiences
- Chapter 15 Understanding the Personal Support Networks of First-generation College Students from Immigrant Backgrounds
- Chapter 16 Institutional Responsibility for International Student Well-being and Belongingness
- Part IV Looking Forward
- Epilogue
- Index
- References
Chapter 13 - Honoring Immigrant College Students’ Funds of Knowledge through Appreciative Advising
from Part III - Institutional Arrangements
Published online by Cambridge University Press: 16 May 2024
Book contents
- Supporting College Students of Immigrant Origin
- Supporting College Students of Immigrant Origin
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Part I Beginnings
- Part II Experiences
- Part III Institutional Arrangements
- Chapter 12 Student Success Considerations for First-generation, Working-class Latinx College Students
- Chapter 13 Honoring Immigrant College Students’ Funds of Knowledge through Appreciative Advising
- Chapter 14 How Institutional Policies and Practices Impact Black Immigrant College Students’ Experiences
- Chapter 15 Understanding the Personal Support Networks of First-generation College Students from Immigrant Backgrounds
- Chapter 16 Institutional Responsibility for International Student Well-being and Belongingness
- Part IV Looking Forward
- Epilogue
- Index
- References
Summary
This chapter puts forth an argument for the use of appreciative advising (Bloom et al., 2008) as a means of building vital relationships with students of immigrant origin and a potential framework to increase retention of this student population. This versatile framework is relationally oriented to foster micro-climates in which students can identify their goals and ambitions while also envisioning the path to achieve these goals. To successfully employ appreciative advising, it is critical to shift focus toward privileging these students’ experiences and diverse knowledges. Anderson et al. (2019) referred to this as exercising cultural curiosity and cultural humility, actions which disrupt power while creating openness and investment in students (particularly those on the margins). By combining these concepts with a funds of knowledge approach, which builds on immigrant students’ communal resources, knowledges, and experiences, collaboration between advisers and immigrant students can lead to developing dialogic spaces where appreciative advising can be actualized (Anderson et al., 2019; Witenstein et al., 2022).
Keywords
- Type
- Chapter
- Information
- Supporting College Students of Immigrant OriginNew Insights from Research, Policy, and Practice, pp. 268 - 289Publisher: Cambridge University PressPrint publication year: 2024
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