Avery Olson

Ph.D., Education - Higher Education and Organizational Change, University of California, Los Angeles

M.A., Education - Higher Education and Organizational Change, University of California, Los Angeles

M.S., Counseling - Student Development in Higher Education, CSU Long Beach

 

Poverty & Education; Social Policy & Social Inequality; College Student Development; Student Parents; First-Generation College Students (including First-Generation Graduate Students); Student Affairs Professions & Social Justice/Racial Equity Practices; Community Colleges; Counseling and Advising Practices; Institutionally Oppressed/Systematically Excluded Groups; Organizational Theory; Critical Qualitative Methods 

Olson, A. B., & Sterk, L. (2024). Using culturally responsive trauma-informed approaches to advising first-generation, graduate level students. In V. J. Thompson, & J. Patterson (Eds.), Differentiated Academic Advising Strategies for Students Beyond the Margins. Rowan and Littlefield. 
 
Sterk, L., & Olson, A. B. (2024). The role of community cultural wealth and influence of family on first-generation graduate students. Journal of First-Generation Student Success (NASPA Journal), 4(1), 44-62. 
 
Olson, A. B., Ozaki, C. C., & Johnston-Guerrero, M. P. (2023). Recentering the individual in context using the phenomenological variant of ecological systems theory: Applications for higher education. New Directions for Higher Education. 
 
Olson, A. B., & Ruiz Alvarado, A. (2023). Student affairs identity salience: The role of social identity in professional identity and practice. Journal of Student Affairs Research & Practice (JSARP), 61(3), 351–367. 
 
Olson, A. B., & Sterk, L. (2022 Dec/Jan). The intersections of identity and sense of belonging: First-generation graduate student belonging during a pandemic. ACPA Developments. 
 
Ruiz-Alvarado, A., & Olson, A. B. (December, 2020). Examining the relationship between college advising and student outputs: A content analysis of the NACADA Journal. NACADA Journal, 40(2), 49-62.
 
Ozaki, C. C., Olson, A. B.,  Johnston, M. P., & Pizzolato, J. P. (July 2020). Understanding persistence using a phenomenological variant of ecological systems framework. Community College Review, 48(3), 252-276. 
 
Olson, A. B. (2019). College student development and the complex intersections of class, race, and gender. In J. C. Garvey, J. C. Harris, D. R. Means, R. J. Perez, & C. J. Porter (Eds.), Case studies for student development theory: Advancing social justice & inclusion in higher education. Routledge.
 
Monje-Paulson, L. N., Olson, A. B., Pizzolato, J. P., & Sullivan, K. A. (2019). Adult learner career trajectories: Vocational self-concept development in CalWORKs community college students. College Student Affairs Journal, 37(1), 68-82. 
 
Pizzolato, J. E., Olson, A. B., & Monje-Paulson, L. N. (2017). Finding motivation to learn: CalWORKs, academic identity development, and motivation. Journal of Adult Development, 24(4), 295-307. 
 
Pizzolato, J. E., & Olson, A. B. (2016b). Poverty and knowing: Epistemological development in welfare-to-work community college students. Review of Higher Education, 39(4), 571-596. 
 
Pizzolato, J. E., & Olson, A. B. (2016a). Exploring the relationship between the three dimensions of self-authorship. Journal of College Student Development, 57(4), 411-427. 
 
Olson, A. B. (2011).  Foreword of Part 4: Dismantling college opportunity in California. In G. Orfield (Ed.), The CSU crisis and California’s future (pp. 106-107). Los Angeles, CA: The Civil Rights Project/Proyecto Derechos Civiles at UCLA.