A Grounded Theory Model of Advisor Trustworthiness

First-generation college students (FGCS) are trailblazing new higher education pathways for their families and communities, yet often are not retained and do not graduate at the same level as their continuing-generation peers. FGCS succeed by utilizing campus networks of faculty, staff, and peer leader advisors, yet FGCS do not always trust the available resources and networks. In a qualitative study of 62 participants in 17 focus groups, we conceptualize advisor trustworthiness through three qualities: 1) knowledgeable, 2) holistic, and 3) relational, complemented by three behaviors: 1) informing, 2) advocating, and 3) inviting, along with identity homophily as an important factor that determines whether a student will trust an advisor. Our results will add to the literature on student experiences and interactions in higher education, along with informing university leaders of how to create organizational practices and cultures that cultivate trustworthiness among student stakeholder essential services through trusting advisor—student relationship

Focus group · Graduate students · Grounded theory · Higher education · Homophily · Qualitative research · Stakeholder · Trustworthiness · Advanced Technologies in Various Fields · Internet of Things and AI · Stock Market Forecasting Methods