In lieu of an abstract, here is a brief excerpt of the content:

• Humanizing Academic Advising: Using Culturally Responsive Approaches to Advise Students of Color
• Jesse R. Ford (bio), Dawn Y. Matthews (bio), and Francine A. Coker (bio)

Academic advising, an acknowledged necessity for all college students, can be particularly beneficial for Students of Color due to the increasing disparities in academic settings (see Matthews et al., 2022; Museus & Ravello, 2010; Smith et al., 2021). Many practitioners view advising as “the provision of educationally related information and guidance to students confronted with choices and alternative paths in their education” (Trombley & Holmes, 1981, p. 2). Advising should be viewed as an ongoing, multilayered, and multidimensional process between students and student affairs professionals (SAPs). The benefits of academic advising in college settings have been well-established (Bloom et al., 2008; Ford et al., 2021), but college campuses operate as racialized organizations (Ray, 2019), which affects all aspects of campus life for Students of Color (Matthews et al., 2021). As such, we base this scholarship on our personal and professional experiences as SAPs committed to the retention, matriculation, and graduation of Students of Color. Collectively, our experiences span multiple institution types and a wide range of roles, but one constant remains for each of us: centering the understanding and pursuit of humanizing culturally responsive academic advising practices for Students of Color. This scholarship is intended to serve as a call to action for all academic advisors and educators to be bold, genuine, and innovative in their attempts to prepare Students of Color at a time when existing racial inequities are exacerbated by the COVID-19 pandemic. To do this, we present two overarching challenges facing Students of Color and offer recommendations in the ongoing effort to recruit, retain, and advise this population.

CHALLENGES FACING STUDENTS OF COLOR

Academic Barriers

Higher education institutions have mostly ignored the experiences of Students of Color, especially when it comes to interactions with faculty, staff, and the broader campus community (Erck & Sriram, 2022). While race and racism remain consistent in their lives, the intersectionality of identities, such as religion, gender identity, and sexual orientation, are usually disregarded, necessitating greater attention to the intricacies of their experiences. Even the most qualified academic advisor may be incapable of supporting Students of Color if even one of these intersecting identities is neglected. [End Page 378] In concert with our thoughts, Museus and Ravello (2010) encouraged future researchers to “unpack the way race intersects with gender, sexual orientation, religion, and generational status to inform students’ academic advising experience” and to consider “these factors when learning about their advisees’ backgrounds and determining how to provide holistic and proactive advising” (Museus & Ravello, 2010, p. 56). Ultimately, we must put further emphasis on the expansion, diversification, and enhancement of research and practices to understand the multiple identities of Students of Color and the influence of such efforts within advising spaces.

ACADEMIC ADVISING IN THE WAKE OF COVID-RACISM

We recognize that COVID-19 and racial injustices exist independently, yet both have disproportionately affected People of Color due to the continued killings and the exacerbated socioeconomic disparities caused by COVID-19. Elias and colleagues (2021) referred to these many layers of oppression as “COVID-racism” or the combined impact of COVID-19 and systemic racism on vulnerable communities. In relation to COVID-19, Matthews and team (2021) highlighted the need for Students of Color to feel supported, heard, and validated in their academic advising spaces and practices during COVID-19 and racial microaggressions. Our findings indicated that Students of Color want their advisors to show more empathy by valuing their time and assisting students in overcoming racial microaggressions. Additionally, the findings of Matthews and team (2021) show that despite COVID-19 pushing learning and academic advising into virtual settings, our society has become more conscious of racial inequities. As such, the current conditions present new opportunities for academic advising to reimagine our processes and support for Students of Color.

RECOMMENDATIONS FOR SUPPORTING STUDENTS OF COLOR WITHIN ACADEMIC ADVISING

New approaches should be used as student experiences are constantly adapting to the changes in our domestic and global societies. Acknowledging challenges such as the COVID-19 pandemic and racial injustices is important, but academic advising practices must move beyond acknowledging...

中文翻译：

---

人性化的学术建议：使用文化响应方法为有色人种学生提供建议

以下是内容的简短摘录，以代替摘要：

• 人性化的学术建议：使用文化响应方法为有色人种学生提供建议
• 杰西·R·福特（Jesse R. Ford）（简介）、道恩·Y·马修斯（Dawn Y. Matthews）（简介）和弗朗辛·A·科克（Francine A. Coker）（简介）

学术咨询对于所有大学生来说都是公认的必要性，但由于学术环境中的差异日益加大，对有色人种学生尤其有益（参见 Matthews 等人，2022 年；Museus 和 Ravello，2010 年；Smith 等人，2021 年）。许多从业者将咨询视为“向在教育中面临选择和替代路径的学生提供与教育相关的信息和指导”（Trombley & Holmes，1981，第 2 页）。咨询应被视为学生和学生事务专业人员 (SAP) 之间持续的、多层次的、多维的过程。大学环境中学术咨询的好处已经明确（Bloom 等人，2008；Ford 等人，2021），但大学校园作为种族化组织运作（Ray，2019），这影响着有色人种学生校园生活的方方面面（Matthews et al., 2021）。因此，我们作为 SAP 致力于保留、入学和毕业有色人种学生，我们的个人和专业经验是这项奖学金的基础。总的来说，我们的经验涵盖多种机构类型和广泛的角色，但我们每个人都有一个不变的不变：集中理解和追求为有色人种学生提供人性化的文化响应学术咨询实践。该奖学金旨在呼吁所有学术顾问和教育工作者采取大胆、真诚和创新的行动，在 COVID-19 大流行加剧现有种族不平等之际，努力为有色人种学生做好准备。去做这个，

有色人种学生面临的挑战

学术障碍

高等教育机构大多忽视了有色人种学生的经历，尤其是在与教职员工和更广泛的校园社区的互动方面（Erck & Sriram，2022）。虽然种族和种族主义在他们的生活中保持一致，但宗教、性别认同和性取向等身份的交叉性通常被忽视，因此需要更多地关注他们错综复杂的经历。如果忽视这些交叉身份之一，即使是最合格的学术顾问也可能无法支持有色人种学生。[完第378页]与我们的想法一致，Museus 和 Ravello（2010）鼓励未来的研究人员“解开种族与性别、性取向、宗教和代际地位的交叉方式，为学生的学术咨询经历提供信息”，并考虑“在了解种族问题时考虑这些因素”。他们的顾问的背景，并确定如何提供全面和主动的建议”（Museus & Ravello，2010，第 56 页）。最终，我们必须进一步强调研究和实践的扩展、多样化和加强，以了解有色人种学生的多重身份以及此类努力在咨询空间中的影响。

新冠种族主义后的学术建议

我们认识到，COVID-19 和种族不公正是独立存在的，但由于 COVID-19 造成的持续杀戮和加剧的社会经济差距，两者都对有色人种产生了不成比例的影响。Elias 及其同事（2021）将这些多层压迫称为“新冠种族主义”，或者说是新冠肺炎 19 和系统性种族主义对弱势社区的综合影响。关于 COVID-19，Matthews 和团队（2021）强调，在 COVID-19 和种族微侵犯期间，有色人种学生需要在学术咨询空间和实践中感受到支持、倾听和验证。我们的研究结果表明，有色人种学生希望他们的导师通过珍惜他们的时间并帮助学生克服种族微侵犯来表现出更多的同理心。此外，Matthews 和团队（2021）的研究结果表明，尽管 COVID-19 将学习和学术建议推向虚拟环境，但我们的社会已经更加意识到种族不平等。因此，当前的情况为学术咨询提供了新的机会，以重新构想我们的流程和对有色人种学生的支持。

在学术咨询中支持有色人种学生的建议

由于学生的经历不断适应国内和全球社会的变化，因此应该使用新的方法。承认 COVID-19 大流行和种族不平等等挑战很重要，但学术咨询实践必须超越承认……