An exploration to determine the impact of holistic advising on first-generation university students

Pascarella (2014) stated that nearly 30% of students entering four-year colleges and 50% of students entering community colleges are identifying as first-generation students. Given the increasing number of first-generation students, it is clear that there is a need to determine how best to serve this population. Research by Murthy and White (2013) determined that while academic advising has traditionally focused on academic requirements of a degree or program (i.e. scheduling and program requirements), holistic advising also takes into consideration a students’ social, personal, financial, cultural and ethnic issues. Placing a focus on holistic advising, seven students and seven advisors were interviewed to examine how holistic practices ultimately impacts student success. Additionally, students completed a survey to determine demographic information. Ultimately, the research implies that there is a disconnect between the advisors and the students. While the advisors believe they are connecting with the students regarding their first-generation status, the students do not feel a connection with the advisors. The research also shows that the students desire the institution to provide more programs, services, and hire more staff who directly relate to their cultural, socioeconomic, and ethnic experiences.