The Toolbox and How Teachers Used It: Individual Characteristics That Explain Differences in Advisor Role Enactment

Abstract

King’s, Los Robles’, and Western’s teachers’ interpretations of the advisor role tell a clear story: When left on their own by their profession and their schools to navigate this unfamiliar, expanded role, teachers pushed forward and figured it out, and did so in a multitude of ways. But how did they figure it out? Ms. Li’s and Ms. Renato’s work with their advisees— in particular, with students who struggled with personal and academic challenges—offers a view of the different ways in which teachers figured out advising and how their work varied as a result.