The Gender Factor in Academic Advising

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The Gender Factor in Academic Advising

• Kristi Meyer, M.A. Academic Advisor
• The Colleges Freshman Advising Center
• University of Texas at San Antonio

NACADA 2005 Las Vegas, NV
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The Gender Factor in Academic Advising How
understanding gender dynamics can help you Hit
the Jackpot! in your advising relationships

• NACADA 2005

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Objective
The main objective today is to obtain and share
a better understanding of gender dynamics in
Academic Advising.

• The Gender Factor in Advising NACADA 2005

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Objective Accomplished

• Literature review

• Survey analysis and results

• Open discussion

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Why consider gender an important factor in
advising?
The key to successful advisor-advisee
relationships is understanding as many of the
factors which effect the relationship as
possible. Gender is one of the important factors
influencing this relationship because gender is
at the core of who we are as individuals.

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Abstract
This study explores the results of empirical
research focused on assessing perceptions and
facts about the role gender plays in advising
sessions and relationships. Our primary research
question is Do students perceptions, behaviors,
and expectations of advisors differ according to
gender?

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Research Design

• Look at previous related studies
• 19-question, Likert-scaled survey administered
  to undergraduate students at University of Texas
  at San Antonio.
• Current study investigates professional advising
  only, faculty advisors not included in the survey.

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The Literature

• Louise Alexitch, 1997 2002, University of
  Saskatchewan (Canada)
• Research focused on faculty advisors.
• Alexitch used the Academic Advising Inventory
  (AAI), Learning Orientation-Grade Orientation
  Scale, and other help-seeking scales for her
  studies.
• Arla Day Holly Livingstone, 2003, Saint Marys
  University (Canada)
• Gender differences in stressors and utilization
  of social support among college students.

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The Literature

• Rochlen and others, 2002, University of Texas at
  Austin
• Male students attitudes, perceptions and
  preferences for different career counseling
  styles.
• Searle and Meara, 1999, University of Notre Dame
• Adult Attachment Style Questionnaire.
• Vogel, Epting, and Wester, 2003, Iowa State
  University
• Counselors perceptions of their counselor-client
  relationship.
• Qualitative study, relied on coding.

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The Literature
Quality and frequency of student-faculty
advisor contacts are the biggest influences on
academic and career aspirations (Alexitch, 1997,
p. 333). Students gender, grades, and
educational orientation, and previous advising
experiences predicted students advising
preferences (Alexitch, 1997).

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The Literature
Student demographics significantly predicted
preferred advising styles (Alexitch, 1997, 338
341). Gender was the strongest predictor of
preferences. Female students expressed
stronger needs than male students for exploring
job opportunities and dealing with personal
conflicts (Alexitch, 1997, p. 334). Female
students preferred higher frequencies of advising
sessions (Alexitch, 1997, p. 341).

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The Literature
Overall, in her 1997 study she found that Males
and females did not differ in their advising
experiences with faculty however, males and
females differed significantly in the style and
content of advising they preferred to receive
(Alexitch, 1997, p. 342).

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The Literature
Introduction of concepts of adaptive vs.
non-adaptive (Alexitch, 2002). Children and
adolescents who perceive themselves to be
academically competent view help-seeking
positively. The opposite is also true (Alexitch,
2002, p. 7). Students perceived academic
ability did have greater impact on help-seeking
style than gender (Alexitch, 2002, p.7).

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The Literature
Females were less likely to perceive help-seeking
as a threat, more likely to seek help from
others, and more likely to prefer developmental
advising than males (Alexitch, 2002). Gender-role
conflicted Traditionally raised men may feel
threatened by asking for professional assistance
with career choices (Rochlen, Aaron, Blazina,
Christopher, and Raghunathan, Rajagapal, 2002, p.
135).

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The Literature
Women perceived scenarios as more stressful than
men (Day and Livingstone, 2003). Women more
likely to seek and utilize social support than
men. Men have a greater tendency to seek out
informational and instrumental support (Day and
Livingstone, 2003). Women had higher scores on
reported self-imposed stressors than did men (Day
and Livingstone, 2003, p. 75).

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The Literature
Gender differences not prominent when men and
women with the same attachment style are compared
(Searle and Meara, 1999, p. 147). Females fall
mostly into the Secure or Preoccupied
categories (Searle and Meara, 1999). Searle and
Meara suggests telephone work as appropriate for
avoidant clients because allow the client
greater freedom to explore and communicate
emotional experience (1999, p. 155).

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The Literature
Some clients male may express preference for
counseling style that is more structured and less
emotional because such an approach is less
threatening and more comfortable (Rochlen and
OBrien, 2002, p. 18) Men have a tendency to be
more action oriented and men focus more on
solutions (Wester and Vogel, 2002, p. 374). Men
less likely than women to refer students for
psychological counseling (Lott, et. al,
1999). Referral recipient gender was not a factor
in the referral process (Lott, et. al, 1999, p.
135).

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The Literature
A word of caution - Vogel, Epting, and Wester
contend that there is a danger in making
stereotypical assumptions related to gender
attributions (2003, p. 131). Errors of this
nature led to a greater likelihood of counselors
viewing clients as pathological (Vogel, Epting,
and Wester, 2003, p. 132) . Counselors displayed
great consistency in how they perceived their
clients in general, and some consistency how they
specifically perceived male and female clients
during the intake process (Vogel, Epting, and
Wester, 2003, p. 139).

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Survey - Purpose
The purpose of our survey was to investigate
differences in caring attitudes, perceptions, and
preferences according to gender.

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Survey - Design

• Likert scale strongly agree (7), agree (6),
  somewhat agree (5), neutral (4), somewhat
  disagree (3), disagree (2), strongly disagree
  (1).
• 11 substantive questions, gender of advisor
  usually seen, number of visits with advisor per
  semester, and standard demographic information.
• Approx 3-5 minutes to complete online

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Survey Collection

• Jan 27, 2005 Feb 17, 2005
• Email link sent to students
• www.surveymonkey.com
• Analysis completed using EXCEL and SPSS.

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Survey Results Who Answered

• UTSA
• 21,771 total undergraduates Spring 2005
• Spring 2005 undergraduates - 53.6 female, 46.6
  male
• Spring 2005 Academic Advisors 81 female, 19
  male

• Survey Respondents
• 1104 total respondents
• 65.58 female, 34.42 male
• Mean age of respondents 26 years.
• Most frequently appearing age 19 years.
• Highest percentage of respondents averaged 2-3
  visits with an advisor per semester.
• Females visit with advisors 2x more often than
  males.

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Survey Results More demographics

• 65.58 Female, 34.42 Male
• Classification FR 19.67, SO 16.51, JR 24.28,
  SR 35.32, Other 4.22
• Race/Ethnicity Am-Indian .58, Af-Am 4.45,
  Asian 4.84, Hispanic/Latino 40.14, White
  44.10, Other 5.90
• College COB 20.58, COE 6.53, COEHD 17.77,
  COLFA 21.76, COPP 2.81, COS 15.32, SOA 1.90,
  UND 4.81

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Survey Results

• I am comfortable sharing my academic concerns and
  questions with my academic advisor
• Overall mean score 5.57
• Female mean score 5.59
• Male mean score 5.60

No statistically significant difference.

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Comfort Sharing Academic Concerns

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Survey Results

• I am comfortable sharing my non-academic concerns
  and questions with my academic advisor
• Overall mean score 4.02
• Female mean score 3.87
• Male mean score 4.26

No statistically significant difference.

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Comfort Sharing Non-Academic Concerns

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Survey Results

• Comfort with male versus female advisor.
• Mean score comfort with male 3.77
• Mean score comfort with female 4.45
• Statistically significant. Respondents were
  more comfortable with female advisors.

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Comfort with Male Versus Female Advisor
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Comfort with Male Versus Female Advisor
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Comfort with Male Versus Female Advisor
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Importance of Advisor Caring for my Personal
Success
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Belief that Advisor Provides Accurate and Correct
Information
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Belief that Advisor is Trustworthy
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Importance of Extensive Training and Education
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Belief that Advisor is a Highly Trained and
Experienced Professional
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Belief that Advisor is in a Position of Authority
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Closely Follow the Advice/Suggestions Given by
Advisor
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What does this mean for us as advisors?

• Prescriptive versus developmental?
• Initial trust level.
• Importance of displaying competence.
• Empathetic listening and interactions.

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Revisiting the Original Research Question
Do students perceptions, behaviors, and
expectations of advisors differ according to
gender?
Mixed results. We can speak to some general
tendencies, but other factors also have strong
influence.

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Other Points to Ponder
Questions?

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References

• Alexitch, Louise R. Students Educational
  Orientation and Preferences for Advising from
  University Professors. Journal of College
  Student Development, 38, 333-343.
• Alexitch, Louise R. The Role of Help-Seeking
  Attitudes and Tendencies in Students Preferences
  for Academic Advising. Journal of College
  Student Development, 43, 5-19.
• Berliner, David and Calfee, Robert, eds.
  Handbook of Educational Psychology. Simon
  Schuster Macmillan New York, 1996. Specifically
  chapter 12.
• Blazina, Christopher and Marks, Lawrence.
  College Mens Affective Reactions to Individual
  Therapy Psychoeducational Workshops, and Mens
  Support Group Brochures The Influence of
  Gender-Role Conflict and Power Dynamics Upon
  Help-Seeking Attitudes. Psychotherapy, 2001, 3,
  297-305.

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References

• Day, Arla, Livingstone, Holly. Gender
  Differences in Perceptions of Stressors and
  Utilization of Social Support Among University
  Students. Canadian Journal of Behavioral
  Science, 35 (2), 73-85. Source obtained via
  ProQuest online.
• Diller, Ann, Houston, Barbara, Morgan, Kathryn
  Pauly, and Ayim, Maryann. The Gender Question in
  Education Theory, Pedagogy, and Politics.
  Westview Press Colorado, 1991.
• Lott, J. Kendall, Ness, M. Ernest, Alcorn, Jill
  S., and Greer, Richard M. The Impact of Gender
  and Age on Referrals to Psychological
  Counseling. Journal of Counseling Psychology,
  1999, 1, 132-136.
• Ponterotto, Joseph, et. al. The Relationship
  of Acculturation and Gender to Attitudes Toward
  Counseling in Italian and Greek American College
  Students. Cultural Diversity and Ethnic
  Minority Psychology, 2001, 4,, 362-375.

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References

• Rochlen, Aaron, B. and OBrien, Karen M. The
  Relation of male gender Role Conflict and
  Attitudes Toward Career Counseling to Interest in
  and Preferences for Different Career Counseling
  Styles. Psychology of Men and Masculinity,
  2002, 1, 9-21.
• Rochlen, Aaron B., Blazina, Christopher, and
  Raghunathan, Rajagopal. Gender Role Conflict
  Attitudes Toward Career Counseling, Career
  Decision-Making, and Perception of Career
  Counseling Advertising Brochures. Psychology of
  Men and Masculinity, 2002, 2, 127-137.
• Searle, Barbara and Meara, Naomi. Affective
  Dimensions of Attachment Styles Exploring
  Self-reported Attachment Style, Gender, and
  Emotional Experience Among College Students.
  Journal of Counseling Psychology, 1999, 2,
  147-158.
• Siefert, Kelvin. Constructing a Psychology of
  Teaching and Learning. Houghton Mifflin Company
  Boston, 1999.

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References

• Victor, David A. (2001). A Cross-Cultural
  Perspective on Gender. In L Arliss and D.
  Borisoff (Eds.), Women and Men Communicating
  Challenges and Changes, 2nd ed. (pp. 65-77).
  Waveland Press Illinois.
• Vogel, David, Epting, Franz, and Wester,
  Stephen. Counselors Perceptions of Female and
  Male Clients. Journal of Counseling and
  Development JCD, 81, 2, 181-194. Source obtained
  via ProQuest online.
• Wester, Stephen and Vogel, David. Working
  With the Masculine Mystique Male Gender Role
  Conflict, Counseling Self-Efficacy, and the
  Training of Male Psychologists. Professional
  Psychology Research and Practice, 2002, 4,
  370-376.

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Final Thoughts Questions

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Thanks for joining me for this discussion. Feel
free to contact me for more information on the
data presented here today.
Kristi Meyer kristi.meyer_at_utsa.eduThe
Colleges Freshman Advising CenterUniversity of
Texas at San Antonio

• The Gender Factor in Advising NACADA 2005