A critical‐ecological approach to STEM P‐20+ advising
Bibliographic Data
| ID | 21392630 |
|---|---|
| Authors | Terrell R Morton (0000-0002-3822-0848, Learning, Teaching, & Curriculum Department University of Missouri‐Columbia Columbia Missouri USA, corresponding author), Maxine Mckinney De Royston (0000-0002-7046-800X, Curriculum & Instruction University of Wisconsin‐Madison Madison Wisconsin USA) |
| Year | 2022 |
| Volume | 106 |
| Issue | 5 |
| Pages | 1329-1338 |
| Publication date | 2022-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21722 |
| OpenAlex | W4224007180 |
| Language | EN |
| Citations received | 6 |
| References cited | 15 |
This essay is the second paper of a related three‐paper set that examines, critiques, and offers responses to current conceptions of academic advising within P‐20+ STEM education. In this essay, we offer a review of the current understandings of academic advising and its existing limitations with meaningfully supporting Black and Brown STEM learners. As a response to this critique, we call for a critical‐ecological perspective to STEM academic advising, leveraging Phenomenological Variant Ecological Systems Theory (PVEST) as the conceptual background for this approach. We then provide a set of guiding principles for educators to consider when taking a PVEST approach to academic advising. In providing these guiding principles, we situate the third paper in the set as those authors offer specific examples for how this approach can be implemented across the P‐20+ STEM spectrum
Academic advising · Biology · Ecological systems theory · Engineering ethics · Epistemology · Higher education · Mathematics education · Pedagogy · Perspective (graphical) · Political science · Set (abstract data type) · Sociology · Career Development and Diversity · Computer Science · Ecology · Engineering · Evaluation of Teaching Practices · Innovative Teaching Methods · Psychology
Designing for Rightful Presence in STEM
Illuminating political clarity in culturally relevant science instruction
Phenomenology and Intersectionality: Using PVEST as a Frame for Adolescent Identity Formation Amid Intersecting Ecological Systems of Inequality
Readings for Diversity and Social Justice
Whose culture has capital? A critical race theory discussion of community cultural wealth
A phenomenological and ecological perspective on the influence of undergraduate research experiences on Black women’s persistence in STEM at an HBCU
The racial politics of STEM education in the USA
The Equity Ethic
Understanding Black Male Mathematics High Achievers from the Inside Out
Perceived Discrimination and Peer Victimization Among African American and Latino Youth
What About Us? Exploring the Challenges and Sources of Support Influencing Black Students' STEM Identity Development in Postsecondary Education
| Unique citing works | 6 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |