Theses and Dissertations

Advisor

Wallace, Jason K.

Committee Member

Molina, Danielle

Committee Member

Winkler, Christa

Committee Member

Rogers, Kevin

Date of Degree

12-12-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Higher Education Leadership

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

This qualitative study explores how the advisor-advisee relationship contributes to Black student success at Predominantly White Institutions (PWIs). Black student enrollment and retention at PWIs continue to decline, especially with national efforts to cut DEI measures. Previous research highlights that engagement and institutional support are critical to persistence and graduation; however, limited literature exists on how academic advising relationships can impede or contribute to Black student outcomes in these environments. Viewing from the lens of Black students’ perceptions, this study examines how the academic advising experience can foster trust and contribute to academic achievement for Black students or impede their success at the university. Using a narrative inquiry design, data were collected from recently graduated or near-graduating Black students from a southern PWI who shared their advising experiences and described how these relationships contributed to or impeded their success. Semi-structured interviews allowed participants to define success in their own words and reflect on how their advisors’ attitudes and styles of advising affected their academic journey. Findings reveal that meaningful advisor-advisee relationships are characterized by accessibility, empathy, advocacy, and full-disclosure. Participants emphasized that advisors who demonstrated genuine concern beyond course scheduling made them feel seen, supported, and valued within predominantly white spaces. Conversely, impersonal or dismissive advising interactions reinforced feelings of frustration and mistrust toward the institution and its officials. The results suggest that effective advising for Black students at PWIs extends beyond transactional style advising of course guidance to include emotional support, validation, and proactive connection to campus resources. This study underscores the necessity for academic advisors to adopt relational and coaching approaches that intentionally address Black students in higher education. Institutions can enhance Black student success by investing in professional development for academic advisors on multicultural competency, maintaining manageable caseloads for advisors, and fostering welcoming advising environments. Ultimately, the advisor-advisee relationship serves as a powerful mechanism for engagement, retention, and Black student success at PWIs.

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