Abstract:

According to administrators and educators, academic advisement is an essential element of a successful postsecondary educational experience as well as a powerful supportive resource for assisting in the retention and satisfaction of diverse student populations. Effective academic advising promotes several outcomes that are associated with high student retention rates such as career planning, goal setting, and student satisfaction. However, postsecondary institutions nationwide are facing the challenge of providing academic advising services to an increasingly diverse student population. Several researchers have reported that the educational experience can vary significantly for diverse student populations. Therefore, the purpose of this study was to gain an improved understanding of student satisfaction with academic advising services within a diverse student population. Participants were 500 students: 430 females and 70 males; 187 traditional age and 313 non-traditional age; 384 full-time and 116 part-time; 300 day and 200 evening; 257 employed full-time, 164 employed part-time, and 79 unemployed students from an urban, comprehensive, Historically Black Institution (HBI) in the southeastern United States.

Participants completed the Student Satisfaction Inventory (SSI) online. A series of ANOVAs demonstrated statistically significant group differences in student satisfaction with academic advising effectiveness. Specifically, results suggest that non-traditional age female students attending school part-time, evening or weekends as well as employed part-time or unemployed had stronger needs for and higher expectations of key elements of effective academic advising. Findings of this study will provide administrators and educators with valuable insights into managing academic advising effectiveness within a diverse student population.

Keywords:

Student satisfaction, Historically Black Institution, non-traditional students, diverse student population, academic advising effectiveness.