A critical‐ecological approach to STEM P‐20+ advising

Dados Bibliográficos

ID21392630
AutoresTerrell R Morton (0000-0002-3822-0848, Learning, Teaching, & Curriculum Department University of Missouri‐Columbia Columbia Missouri USA, autor correspondente), Maxine Mckinney De Royston (0000-0002-7046-800X, Curriculum & Instruction University of Wisconsin‐Madison Madison Wisconsin USA)
Ano2022
Volume106
Fascículo5
Páginas1329-1338
Data de publicação2022-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.21722
OpenAlexW4224007180
IdiomaEN
Citações recebidas6
Referências citadas15

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