The purpose of this study was to examine the workplace learning activities professional academic advisors (AAs) utilize to serve their African American male advisees more effectively. Workplace learning was used as a lens to identify learning strategies through: (a) formal learning, (b) nonformal learning, and (c) informal learning. Findings from this study indicate that informal learning was the greatest source of knowledge for assisting with best practices for advising African American males.
BeresK.DrakeJ.Givans-VollerJ.JordanP.KingN.MusserT.ReynoldsM.StockwellK.YoderF. (2013). Foundations of academic advising. NACADA: The Global Community of Academic Advising. NACADA Pocket Guide series #14.
2.
BrancatoV. C. (2003). Professional development in higher education. New Directions for Adult and Continuing Education, 2003(98), 59–65. https://doi.org/10.1002/ace.100. In K. King & P. Lawler (Eds.), New perspectives on designing and implementing professional development of teachers and adults.
3.
CarnajeE. G. (2016). Advising across race: Providing culturally-sensitive academic advising at predominately White institutions. The Vermont Commission, 37(4), 38–47. https://scholarworks.uvm.edu/tvc/vol37/iss1/4.
4.
ColaizziP. F. (1978). Psychological research as the phenomenologist views it. In ValeR.KingM. (Eds.), Existential- phenomenological alternatives for psychology (pp. 48–71). Oxford University Press.
5.
ConnellR. W. (2005). Masculinities (2nd ed.). University of California Press.
CreswellJ. W. (2018). In Plano ClarkV. L. (Ed.), Designing and conducting mixed methods research (Third edition). Sage.
8.
CzerkawskiB. (2016). Blending formal and informal learning networks for online learning. International Review of Research in Open and Distance Learning, 17(3), 138–156. https://doi.org/10.19173/irrodl.v17i3.2344
9.
FarrT.CunninghamL. (Eds.). (2017). Academic advising core competencies guide. NACADA: The Global Community for Academic Advising.
10.
FayM. J. (2011). Informal communication of co‐workers: A thematic analysis of messages. Qualitative Research in Organizations and Management: An International Journal, 6, 212–229.
11.
FlanaganJ. C. (1954). The critical incident technique. Psychological Bulletin, 51(4), 327–358. https://doi.org/10.1037/h0061470.
12.
GoingsR. B. (2018). Making up for lost time: The transition experiences of nontraditional Black male undergraduates. Adult Learning, 29(4), 158–169. https://doi.org/10.1177/1045159518783200
JohnsonR. M.StrayhornT. L.TraversC. S. (2019). Examining the academic advising experiences of Black males at an urban university: An exploratory case study. Urban Education, 58(5), 774. https://doi.org/10.1177%2F0042085919894048
15.
KalamkarianH. S.SalazarA. L.LizaraggaA. (2021). Study 2. Bundling and sequencing support services 16–8). In BrookT.SlaterD. (Eds.), Strategies for improving postsecondary credential attainment among Black, Hispanic, and native American adults (pp. 16–28). Community College Research Center (CCRC).
16.
KenaG.HussarW.McFarlandJ.de BreyC.Musu-GilletteL.WangX.ZhangJ.RathbunA. (2016). The condition of education 2016 (NCES 2016-144). U.S. Department of Education, National Center for Education Statistics. Retrieved from. https://nces.ed.gov/pubsearch
17.
KimS.McLeanG. N. (2014). The impact of national culture on informal learning in the workplace. Adult Education Quarterly, 64(1), 39–59. https://doi.org/10.1177/0741713613504125
KolbD. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
20.
LewisL. B. (2000). Learning to advise: Academic advisers and organizational communities of practice. [Doctoral dissertation, ProQuest Dissertations and Theses Global]. (Retrieved from UMI No. 304613817).
21.
LivingstoneD. W. (2001). Adults’ informal learning: Definitions, findings, gaps, and future research. New Approaches to Lifelong Learning (NALL). Center for the Study of Education and Work, OISE. Working Paper# 21. https://tspace.library.utoronto.ca/retrieve/4484/
22.
MarshallS. M.GardnerM. M.HughesC.LoweryU. (2016). Attrition from student affairs: Perspectives from those who exited the profession. Journal of Student Affairs Research and Practice, 53(2), 146–159. https://doi.org/10.1080/19496591.2016.1147359
23.
McClureS. M. (2006). Improvising masculinity: African American fraternity membership in the construction of a black masculinity. Journal of African American Studies, 10(1), 57–73. https://doi.org/10.1007/s12111-006-1013-4
24.
McDonaldM. L. (2019). Virginia Gordon: Developing academic advisors through theory-based intentional training. NACADA Journal, 39(2), 30–41. https://doi.org/10.12930/NACADA-19-011
25.
McGillC. M.HeikkilaM.LazarowiczT. (2020). Professional development, performance expectations and academic advisors’ perceptions of relational skills: A sequential explanatory mixed methods study. New Horizons in Adult Education and Human Resource Development, 32(4), 50–69. https://doi.org/10.1002/nha3.20296
26.
MeansB. H. (2014). A comparison of academic advising experiences and satisfaction of African American males and other students at predominately white institutions (publication no. 3636149) [Doctoral dissertation, University of North Carolina–Charlotte]. ProQuest Dissertations and Theses Global.
27.
MerriamS. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
28.
MerriamS. B.BaumgartnerL. M. (2020). Learning in adulthood: A comprehensive guide (4th ed.). Jossey-Bass.
29.
MuseusS. D.RavelloJ. N. (2010). Characteristics of academic advising that contribute to racial and ethnic minority student success at predominantly white institutions. NACADA Journal, 30(1), 47–58. https://doi.org/10.12930/0271-9517-30.1.47
30.
MusserT.St PierreT.WilsonD.SchwartzM. (2017). Experiences of male undergraduates that lead to academic failure. NACADA Journal, 37(1), 87–98. https://doi.org/10.12930/NACADA-15-037
National Center for Educational Statistics. (2016). Digest of education statistics. Bachelor's degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected academic years, 1976-77 through 2020-21.
33.
ReinersG. (2012). Understanding the differences between Husserl’s (descriptive) and Heidegger’s (interpretive) phenomenological research. Journal of Nursing and Care, 01(05), 1–119. https://doi.org/10.4172/2167-1168.1000119
34.
RogoffB.CallananM.GutiérrezK. D.EricksonF. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356–401. https://doi.org/10.3102/0091732x16680994
35.
RowdenR. W. (2007). Workplace learning: Principles and practice. Krieger Publishing.
36.
TokarczykK. (2012). Workplace learning of professional academic advisors at urban universities: A basic interpretive qualitative investigation institutions (publication no. 3671630) [Doctoral dissertation, The University of Akron]. ProQuest Dissertations and Theses Global.
37.
ToughA. M. (1971). The adult’s learning projects: A fresh approach to theory and practice in adult learning. The Ontario Institute for Studies in Education.
38.
Van RuysseveldtJ.Van Wiggen-ValkenburgT.DamK. v. (2020). The self-initiated work adjustment for learning scale: Development and validation. Journal of Managerial Psychology, 36(6), 491–504. https://doi.org/10.1108/JMP-04-2020-0198
39.
VollerJ. G.MillerM. A.NesteS. L. (Eds.), (2010). Comprehensive advisor training and development: Practices that deliver. NACADA.
40.
YancharS. C.HawkleyM. N. (2015). Instructional design and professional informal learning: Practices, tensions, and ironies. Journal of Educational Technology & Society, 18(4), 424–434. https://www.jstor.org/stable/jeductechsoci.18.4.424
41.
ZawawiB. F. (2019). Designing and evaluation the effects of technology-mediated learning environment that integrates formal and informal learning activities to advance students’ knowledge and skills of instructional design: A design-based research study. (publication no. 22591981) [Doctoral dissertation, George Mason University]. ProQuest Dissertations and Theses Global.