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Abstract
ABSTRACT This collaborative autoethnography explores the professional socialization experiences of three former primary-role academic advisors within the context of academic advising as an emerging profession. Two main themes emerged from the collaborative dialogue and analysis: 1) the tension between individual professional identity and the identity of organizations in an emerging field, characterized by ambiguity and idealism; and 2) the role of reflection in gaining conscious awareness and navigating this tension. The study highlights the potential of reflective practice in shaping professional identity, managing transitions, and fostering critical self-awareness and empowerment. Engaging in reflective practices allows advisors to bridge personal beliefs with professional ethics, cultivate a sense of community and cultural responsiveness, and develop a more coherent and authentic professional identity. The findings emphasize the importance of integrating reflective practice into professional development programs to support advisors in navigating the complexities of their roles and adapting to evolving professional landscapes. Institutions are encouraged to facilitate reflective practice through structured opportunities, supervision, and peer discussions to promote continuous growth and excellence in academic advising.
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