Books and Book Chapters by University of Dayton Faculty

Honoring Immigrant College Students’ Funds of Knowledge through Appreciative Advising

Honoring Immigrant College Students’ Funds of Knowledge through Appreciative Advising

Description

This chapter explores the use of Bloom and colleagues’ (2008) practice of appreciative advising (AA) as a means of building vital relationships with immigrant college students and a potential framework to increase retention of this student population. AA is a versatile and relationally oriented framework that fosters micro-climates in which students can identify their goals and ambitions while also envisioning the path to achieve these goals. To successfully employ AA, it is critical to not only acknowledge but also to amplify and elevate students’ experiences, values, and wealth of 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 typically navigating the margins of higher education). By combining these concepts with a funds of knowledge (FoK) approach, which builds on immigrant students’ communal resources, knowledges, and experiences, collaboration between advisors and immigrant students can lead to the development of dialogic spaces where AA can be actualized (Anderson et al., 2019; Witenstein et al., 2023). Consequently, this conceptual chapter aims to illustrate how AA can be adeptly actionized by academic advisors to support immigrant college students through a combined framework that links cultural curios- ity, cultural humility, and FoK.

ISBN

9781009408240

Publication Date

2024

Publication Source

Supporting College Students of Immigrant Origin: New Insights from Research, Policy, and Practice

Publisher

Cambridge University Press

Honoring Immigrant College Students’ Funds of Knowledge through Appreciative Advising

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