“Every Piece Can Fit”: Understanding and Remedying Cultural Mismatches Between Chinese Diaspora Students and Advisors

Abstract

As higher education diversifies, students from underrepresented groups find themselves on campuses unprepared to support them. Academic advising can cultivate belonging or reify “cultural mismatches” when students’ norms do not match institutional norms. Leveraging interviews with Chinese international, Chinese American, and European American undergraduates and advisors, this study examines whether cultural mismatches in advising exist for Chinese diaspora students and, if so, on what fronts. Findings reveal cultural mismatches in definitions of autonomy; the amount of student voice expected in advising; valuation of exploration; emphasis on passion; and types of socioemotional support. This study yields important findings for advisors to improve the cultural responsiveness of their advising.