As higher education diversifies, students from underrepresented backgrounds find themselves on campuses that are not prepared to support them or are steeped in European American cultural norms. These students experience "cultural mismatches" when their personal norms do not match those of their institutions, which can harm their social and academic progress. My mixed methods dissertation, entitled "Culturally Responsive Advising: A New Avenue for Supporting Chinese International and Chinese American Students," seeks to understand and remedy cultural mismatches in academic advising for Chinese international and Chinese American (i.e., Chinese diaspora) students. My first study (published in the "National Academic Advising Association Journal") analyzed interviews with 41 Chinese diaspora and European American undergraduates and 33 advisors across four research universities. I found strong evidence for cultural mismatches for Chinese diaspora students in: (1) collectivistic vs. individualistic definitions of "autonomy;" (2) emphases on passion as a motivator for educational decisions; (3) expectations of academic and role exploration; (4) the amount of "student leadership" expected in advising; and (5) expectations of socioemotional support. My second study followed approximately 20 Chinese diaspora undergraduates longitudinally through their first year at one private research university. It triangulated student journal entries, semi-structured interviews, unofficial transcripts, and activities lists to examine the role of culturally responsive advising during this critical transition period and surface advising behaviors that contribute to cultural (mis)matches. Both Chinese American and international students identified similar advising behaviors, such as emphasizing exploration and encouraging students to lead conversations. Chinese American students, often more acculturated to European American norms, generally perceived these behaviors as a cultural match. In contrast, their international peers generally perceived them as a mismatch and felt less supported by their university--a finding that suggests an acute need for culturally responsive advising for these students. My third study utilized ordered logistic regression, ANOVA, t-test, and descriptive analyses of 221 survey responses from Chinese international, Chinese American, and European American students at four research universities. This study investigated the prevalence of the culturally (mis)matched advising behaviors identified in my first and second studies and these behaviors' relationships to students' satisfaction with advising as well as broader social outcomes (i.e., students' belonging, campus engagement, future help-seeking, bicultural competence). I found that, across all three groups, students experienced a more traditional, developmental advising approach that aligned with the European American norms embedded in U.S. higher education. This approach presented a cultural match for European American students, but a mismatch for their Chinese diaspora peers. Consequently, Chinese diaspora students reported lower levels of satisfaction with their advising experiences. This study also highlighted the importance of culturally responsive advising for Chinese international students in particular, who reported the strongest linkages between satisfaction with advising and their senses of belonging and bicultural competence. Together, these three studies underscore the importance of a higher education experience that affirms students' cultural backgrounds and the critical role that academic advisors can play in creating that experience. It also sets forth tangible steps for advisors to consider to improve the cultural responsiveness of their advising for this large group of international and immigrant students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]