It is well known that Black students have higher expectations for attending college than their White and non-White peers, yet consistently lag behind in degree attainment. It is important then that practitioners use differentiated approaches with and researchers offer disaggregated analyses of historically underrepresented racial/ethnic minoritized populations in the college advising process. Doing so could reveal systemic barriers to achievement and advancement that are specific, in this instance, to Black students. Since the role and practice of college advising is (or at least should be) informed by the extant literature, then a systematic review is an ideal avenue for scholarly inquiry, paying particular attention to how prior literature utilized anti-oppressive frameworks. This method allowed us to map current knowledge and strategies, as well as identify conceptual, methodological, and interpretive gaps in the current literature. Across our analysis, our findings reveal there is more work to be done, particularly focusing on representation, disaggregation, and application.
Tevis, Tenisha L.; Davis, Tiffany J.; Perez-Gill, Stephanie R.; and Amason, Tori
"Advising Black Students and Anti-Oppressive Frameworks: A Systematic Review of College Access and College Counseling Literature,"
Journal of College Access: Vol. 6:
3, Article 4.
Available at: https://scholarworks.wmich.edu/jca/vol6/iss3/4