What Else Can You Do?Exploring Advocacy in AdvisingAmanda Armstrong, Ph.D.

Academic Advisor, Virginia Tech

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1.THE WHY

http://www.youtube.com/watch?v=xd63g3d8qOs

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“The phenomenon of grit, and the values of

individualism and persistence associated with it,

encapsulate much of what many people want to believe

about learning and effort—that hard work pays off and

achievement is strictly a matter of applying oneself”

(Tewell, 2020, p. 137).

However...

“Grit and other deficit models are fundamentally about

how best to maintain the functioning of our existing

systems, without requiring significant changes or

sacrifices on the part of privileged classes”

(Tewell, 2020, p. 147).

So why is advocacy important?

▷ Students need advocates(Harrison, 2010)

▷ Advisors are uniquely positioned for advocacy (Bestler, 2012)

▷ Many practitioners feel underprepared(Boss et al., 2018; Harrison, 2014)

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2.THE WHAT

Perspectives: Where I’m Coming From

▷ Critical consciousness(Freire, 1970)

▷ Intersectionality(Allen & Rossatto, 2009; Crenshaw, 1989; Jansson, 2019)

▷ Emotionality(Armstrong, 2020; Deanna, 2001)

3.THE HOW

“How might advocacy

take shape for me as an academic advisor?

Thank you!

Potential study participation?

Amanda Armstrong, Ph.D.

ararmstrong@vt.edu

ReferencesAllen, R. L., & Rossatto, C. A. (2009). Does critical pedagogy work with privileged students? Teacher Education Quarterly, 36(1), 163–180.

Armstrong, A. (2020). Critical consciousness involving worldview inequities among undergraduate students. (Doctoral dissertation). William & Mary, Williamsburg, VA.

Bestler, L. (2012). Exploring the effects of addressing social injustices as a student affairs professional. (Doctoral dissertation). Iowa State University, Ames, IA.

Boss, G. J., Linder, C., Martin, J. A., Dean, S. R., & Fitzer, J. R. (2018). Conscientious practice: Post-master’s student affairs professionals’ perspectives on engaging social justice. Journal of Student Affairs Research and Practice, 55(4), 373–385.

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(8), 139–167.

Deanna, L. A. (2001). A voice for students: The advocacy role of student affairs professionals in higher Education. Loyola University Chicago.

Freire, P. (1970). Pedagogy of the oppressed. Seabury Press.

Harrison, L. M. (2010). Consequences and strategies student affairs professionals engage in their advocacy roles. Journal of Student Affairs Research and Practice, 47(2), 197–214.

Harrison, L. M. (2014). How student affairs professionals learn to advocate: A phenomenological study. Journal of College and Character, 15(3), 165–177.

Jansson, B. S. (2010). Becoming an effective policy advocate (6th ed.). Brooks Cole.

Mickey Mouse. (2013, October 18). “Ormie” by Arc Productions [Video file]. Retrieved from https://www.youtube.com/watch?v=xd63g3d8qOs&feature=youtu.be

Tewell, E. (2020). The problem with grit: Dismantling deficit thinking in library instruction. Libraries and the Academy, 20(1), 137-159.

Vagle, M. (2018). Crafting phenomenological research (2nd ed.). Routledge.