Abstract
U.S. academic advisors are challenged to adapt to the educational needs of a culturally diverse student body. They are expected to prepare advisees for success in a multicultural, multilingual world. Presented are key findings from counseling, advisement, and intercultural communication literature that are associated with multicultural competence, including the academic and modeling role of the advisor. The authors also provide a promising conceptual framework of standards that can guide advisors who want to increase their multicultural communication advisement competence and who want to create a more systematic and comprehensive approach to expanding multicultural advisement scholarship.
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