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  • Chapter 13 - Honoring Immigrant College Students’ Funds of Knowledge through Appreciative Advising

  • from Part III - Institutional Arrangements
  • Edited by Blake R. Silver, George Mason University, Graziella Pagliarulo McCarron, George Mason University
  • Book:
    Supporting College Students of Immigrant Origin
    Published online:
    16 May 2024
    Print publication:
    23 May 2024, pp 268-289

  • Summary

    This chapter puts forth an argument for the use of appreciative advising (Bloom et al., 2008) as a means of building vital relationships with students of immigrant origin and a potential framework to increase retention of this student population. This versatile framework is relationally oriented to foster micro-climates in which students can identify their goals and ambitions while also envisioning the path to achieve these goals. To successfully employ appreciative advising, it is critical to shift focus toward privileging these students’ experiences and 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 on the margins). By combining these concepts with a funds of knowledge approach, which builds on immigrant students’ communal resources, knowledges, and experiences, collaboration between advisers and immigrant students can lead to developing dialogic spaces where appreciative advising can be actualized (Anderson et al., 2019; Witenstein et al., 2022).