Confronting Conundrums of Care in College Student Advising

Abstract

At colleges and universities throughout the United States, academic advisors play a central role in stemming the tide of declining student enrollment and academic underachievement—especially in the wake of academic, physical, emotional, and interpersonal setbacks incurred during the COVID-19 pandemic. For many undergraduates, the mentoring relationship with their academic advisor provides the longest lasting and deepest connection with a faculty or staff member throughout their college experience. Increasingly, the expectations that institutions and students place on academic advisors have escalated far beyond simply guiding course selection and checking fulfillment of graduation requirements. While this more holistic approach to advising can cultivate a greater sense of belonging, it also places the advisors in a precarious position as the parameters of their responsibilities and the extent of caregiving continue to broaden. The ever-expanding expectations of caregiving placed on college academic advisors exemplify how pandemic-informed labor practices across many workplaces inadequately acknowledge caregivers while the care recipients may become overly dependent. This study investigates how advising evolves to become an extrapolation of the caregiving demands socially placed upon women in traditional, patriarchally structured families and workplaces. Using methods derived from critical incident theory that identify systemic crisis points and opportunities for intervention, the authors examine narratives of two women who serve as the lead advisors for their departments in southeastern United States universities. Their narratives delineate two double binds. First, the presumably bottomless reservoir of care demanded from women places nurturance of students in tension with career advancement and other care responsibilities (e.g., self and family). Second, setting boundaries to caregiving may generate accusations of insensitivity, but boundless care can accommodate and encourage learned helplessness among students. The investigation concludes with suggestions to reform institutional policies and build student resilience that equips them to learn independently.