Abstract
Increasing diversity among students in higher education requires culturally competent educators, such as Black Greek-letter organizations (BGLO) advisors, who use cultural knowledge and experiences in their work with ethnically diverse students. Analyzing survey data from 71 BGLO advisors, we describe advising professionals’ cultural competency and identify factors related to race-based differences in advisors’ cultural knowledge and skills. Implications for policy, practice, and research are highlighted.
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