Disparities in College Students' Access to Academic Advising during the COVID-19 Pandemic
| Title: | Disparities in College Students' Access to Academic Advising during the COVID-19 Pandemic |
|---|---|
| Language: | English |
| Authors: | Soria, Krista M. |
| Source: | NACADA Journal. 2023 43(1):17-30. |
| Availability: | National Academic Advising Association. NACADA Executive Office, Kansas State University, 2323 Anderson Avenue Suite 225, Manhattan, KS 66502-2912. Tel: 785-532-5717; Fax: 785-532-7732; e-mail: nacada@ksu.edu; Web site: http://www.nacada.ksu.edu |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Advising, COVID-19, Pandemics, Undergraduate Students, Minority Group Students, At Risk Students, Equal Education, School Closing, LGBTQ People, Instructional Program Divisions, Low Income Students, Social Class, Working Class, Fraternities, Sororities, Majors (Students), Students with Disabilities, Institutional Characteristics, Student Characteristics, First Generation College Students, Age Differences, Foreign Students |
| ISSN: | 0271-9517 2330-3840 |
| Abstract: | The purpose of this study was to examine whether there are disparities in undergraduate students' access to academic advising during the COVID-19 pandemic. The data were drawn from a multi-institutional survey of 31,575 college students attending 69 U.S. colleges and universities in spring 2021. Approximately one-third (29%) of students did not have access to academic advising during the pandemic, and a variety of demographic, institutional, environmental, and COVID-19 academic, financial, and health-related variables were associated with students' inability to access academic advising during the pandemic. Students from historically marginalized and minoritized identities in higher education were most likely to lack access to academic advising. Recommendations are provided to expand advising resources, use trauma-informed approaches, and offer holistic support to students. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1387584 |
| Database: | ERIC |
| ISSN: | 0271-9517 2330-3840 |
|---|---|
| Published in: | NACADA Journal |
| Language: | English |