Objective: Guided by validation theory, this study aims to better understand the role that academic advising plays in international community college students’ adjustment. More specifically, this study investigated how academic advising validates or invalidates their academic and social experiences in a community college context. Method: This study utilized a phenomenological research design and interviewed 11 international students at a community college in North Texas. Each interview lasted approximately 60 to 90 minutes and consisted of semi-structured, open-ended questions. Results: The findings of the study indicate that international students experience both academic and personal validation through academic advising, but there is evidence that these students feel invalidated in large part due to advisors’ limited knowledge about international students, lack of collaboration between advisors and other professionals on campus, and inaccurate or delayed course selection information received from the advisors. The findings also indicate that academic advisors with better understanding of cultural diversity establish stronger relationships with international community college students. Contributions: This study addresses the gap in current literature on community college students and provides strategies that community college leaders and academic advisors can adopt to improve advising practice with international students.
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