ABSTRACT
Academic advisers can be instrumental in the success of first-generation college students. The critical conversation focuses on academic advising between professional staff members and first-generation students. First-generation students are multifaceted and experience college differently because of their background; therefore, academic advisers should be intentional with their communication and support. In order to establish and maintain a relationship, academic advisers initiate communication with students. Therefore, academic advisers cannot assume that students come from a place of knowledge regarding academic coursework, student support services, and other aspects of college life. If advisers are unavailable, it implies they do not care or, minimally, they do not want to consider students needs in the decision-making process. The author stated, 'Advisers can explain the curriculum and why it is set up in the way it is, point out classes that may be challenging and offer ideas on how to balance course loads with their lives outside of academics'.
