“Fuel To Complete My Degree”: Hmong College Students’ (In)Validating Advising Experiences

Using validation theory as the guiding framework, this qualitative study explored the advising experiences of 16 Hmong college students. Most participants described instances of advising that were academically and interpersonally validating. Several participants also described instances of invalidating advising experiences. This study highlights how validating and invalidating advising experiences impact their persistence in college and graduation from college. Implications for future research and advising practice are provided.