Advising in science education
Critiquing where we have been, moving toward an equitable and holistic advising approach
Bibliographic Data
| ID | 21392839 |
|---|---|
| Authors | Enrique Suarez (0000-0002-6550-8580, Teacher Education & Curriculum Studies, College of Education University of Massachusetts Amherst Massachusetts USA, corresponding author), Cameron C Beatty (0000-0002-1183-9990, Educational Leadership and Policy Studies, College of Education Florida State University Tallahassee Florida USA, corresponding author) |
| Year | 2022 |
| Volume | 106 |
| Issue | 5 |
| Pages | 1299-1317 |
| 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.21745 |
| OpenAlex | W4283123571 |
| Language | EN |
| Citations received | 5 |
| References cited | 47 |
This article explores and wrestles with the various discourses that arise when considering why it is important to advise students from an assets‐based and holistic approach into science‐related majors and careers. Our hope is to inform how and why it is important to advise students into science‐related careers, specifically, and Science, Technology, Engineering, and Mathematics (STEM) fields, more generally, from an ethical and justice‐oriented approach. We begin with a review of empirical literature that highlights the different approaches to advising and the challenges racially and gender‐minoritized students often face in STEM fields. We then review contemporary research from science education that document the hostilities that racially and gender‐minoritized students experience in undergraduate and graduate science programs. We find the intersection of these two subfields to be productive for elucidating multilevel, context‐dependent strategies, which can redress the inexcusable and alarming underrepresentation and exclusion of racially minoritized peoples in science programs and careers in the United States. We end by contemplating the ethical question of how science programs, careers, and the broader field would need to change, to keep historically minoritized students from experiencing further material and epistemological violence. We argue that, without this reimagination, even the most effective advising models will only ensure that more racially and gender‐minoritized students are sacrificed on the altar of “equality” for the sake of the economic and geopolitical needs of the state
Context (archaeology) · Economic Justice · Engineering ethics · Face (sociological concept) · Pedagogy · Political science · Public relations · Redress · Science education · Social science · Sociology · Career Development and Diversity · Engineering · Higher Education Research Studies · Law · Mentoring and Academic Development
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Counterspaces for women of color in STEM higher education
Inside the Double Bind
Structures of becoming
A critical‐ecological approach to STEM P‐20+ advising
The context dependence of physics identity
Toward What Ends
Researching Race in Mathematics Education
Objectivity and Diversity
It takes fire to make steel”
Conceptualizing color-evasiveness
The racial politics of STEM education in the USA
Equity, inclusion, and antiblackness in mathematics education
Beyond Equity as Inclusion
Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property
Disrupting Postsecondary Prose
The Exploration of how Identity Intersectionality Strengthens STEM Identity for Black Female Undergraduates attending a Historically Black College and University (HBCU)
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |