Professional Development for High School Guidance Counselors to Facilitate Pre-college STEM Preparation (RTP)

Gearns, Richard; Kelly, Angela M.; Bugallo, Mónica F.

doi:10.18260/1-2--30897

Cited by 5 publications

(9 citation statements)

References 20 publications

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“…Common constraints include student–counselor caseloads, numbers of counselors, and college‐specific guidance and counseling provided through designated college counselors, advisors, mentors, or coaches (Bryan et al., 2009; Poynton & Lapan, 2017; Shi & Brown, 2020). Two qualitative studies revealed that constraints such as large caseloads and little designated time for CCR counseling limit school counselors from fully supporting students in the college‐going process (Gearns, Kelly, & Bugallo, 2018; Shillingford, Oh, & Finnell, 2017). Also, in a number of studies using national datasets, both counselor caseload and number of counselors affect the provision of school counseling services and students’ academic outcomes and college application and enrollment rates (Bryan et al., 2011; Engberg & Gilbert, 2014; Fitzpatrick, 2019; Goodman‐Scott et al., 2018; Poynton & Lapan, 2017; Rangel & Ballysingh, 2020; Shi & Brown, 2020; Woods & Domina, 2014).…”

Section: Conceptual Framework: Operationalizing School Counseling College‐going Culturementioning

confidence: 99%

School counseling college‐going culture: Counselors’ influence on students’ college‐going decisions

Bryan

Jungnam

Liu

2021

Jour of Counseling & Develop

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This study tested the conceptual framework of school counseling college‐going culture (SCCGC) using a national sample of 15,857 high school students from the High School Longitudinal Study 2009. We examined the relationship of SCCGC (i.e., counselor expectations and priorities, student–counselor contact for college–career counseling prior to 12th grade, college and career readiness activities, and constraints) to high school seniors’ college decisions (i.e., student–counselor contact for college admissions counseling in 12th grade, student–counselor contact for financial aid counseling in 12th grade, number of college applications, and enrollment in college). Multinomial and ordinal logistic regression analyses revealed that counselors’ expectations and priorities, student–counselor contact for college–career counseling prior to 12th grade, college application and financial aid help, and college information and Free Application for Federal Student Aid meetings were positively related while caseload was negatively related to students’ college decisions (after controlling for parent involvement, academic performance and aspirations, and student demographics).

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Section: Conceptual Framework: Operationalizing School Counseling College‐going Culturementioning

confidence: 99%

School counseling college‐going culture: Counselors’ influence on students’ college‐going decisions

Bryan

Jungnam

Liu

2021

Jour of Counseling & Develop

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“…Teacher participants improved their confidence in informing students about engineering careers, precollege preparatory coursework, and differentiating among engineering disciplines. This may be consequential for students since STEM career advisement has often been lacking with school counselors (Gearns et al 2018;Gibbons et al 2003), and STEM teachers may be influential through serendipitous conversations, personal encouragement, and an increased emphasis on the relevance of engineering in devising technological solutions (Packard and Jeffers 2013).…”

Section: Affective Impacts On Engineering Preparation and Careersmentioning

confidence: 99%

NGSS-based teacher professional development to implement engineering practices in STEM instruction

2021

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Background With widespread adoption of the Next Generation Science Standards (NGSS) in the USA (US), research is needed on how secondary science, technology, engineering, and mathematics (STEM) teachers conceptualize the integration of engineering knowledge and practices in traditional STEM classrooms. The present study explored the affective impacts of participation in an engineering education workshop for secondary STEM teachers as part of a 200-h professional development program. The workshop focused on the implementation of electrical engineering and biotechnology principles and design practices in disciplinary instruction, as well as training teachers to differentiate among engineering fields and advise on career pathways. The conceptual framework for the workshop design was based upon elements of the interconnected model of professional growth to identify influences contributing to engineering pedagogical self-efficacy and career awareness. Results The overarching research questions addressed how professional development in engineering education affected secondary STEM teachers’ beliefs about the value of using engineering design to support learning, their self-efficacy regarding teaching engineering in their courses, perceived obstacles to effective STEM integration, and their confidence advising students about engineering post-secondary study and careers. The convergent parallel mixed methods design involved factor analysis, comparisons of means, and phenomenology with elements of grounded theory. The survey sample included 60 STEM teachers in the treatment group and 28 teachers in the control group. Six science teachers participated in interviews before and after the engineering workshops. Findings indicated that participating teachers significantly improved their confidence in engineering pedagogy, as well as their knowledge of engineering careers and precollege preparation for post-secondary engineering. Teachers expressed their views of engineering as a potentially powerful tool in developing students’ critical thinking and problem-solving skills, particularly when integrating the practices of science and engineering with the instruction of disciplinary content. Conclusions The results from this study demonstrate that a university-based professional development workshop series, developed by engineering and science education faculty, is an effective first-step intervention to improve the engineering knowledge and skills of secondary STEM educators, ultimately facilitating NGSS adoption in classroom instruction. Educating teachers on engineering career pathways is another innovation for the promotion of more diverse participation in engineering fields.

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“…This may include the development of “counterspaces” for women of color and underrepresented groups within STEM high school departments to counteract feelings of isolation where students with shared experiences can seek out support without fear of marginalization . Schools and districts might examine the science classroom climate more closely and train teachers in promoting culturally responsive pedagogical practices; such practices include positive encouragement from mentors and teachers, critical feedback, , proactive STEM academic advisement, and emphasizing the sociocultural relevance of chemistry …”

Section: Discussionmentioning

confidence: 99%

Intersectional Analysis of Advanced Placement Chemistry Enrollment and Performance by Gender and Ethnicity

2022

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Research has shown that student access and achievement in advanced precollege chemistry has been largely inequitable when considering certain demographic factors. In this nonexperimental observational study, an intersectional analysis of ethnicity and gender was utilized to examine United States student participation and performance (N = 146,610) in Advanced Placement (AP) Chemistry during the 2019 examination administration. The theoretical framework was based upon the intersectional hypothesis, which suggests that intersectional groups may have unique roles in social hierarchies; exploring disparities in the performance of these groups may inform policies and practices in advanced chemistry study in precollege settings. Methods included chi square goodness of fit and analysis of variance with post hoc Games-Howell tests. Results indicated that access to AP Chemistry was statistically equitable across gender, but large disparities existed among ethnic and intersectional groups (ethnicity × gender) in terms of access. Ethnic groups traditionally underrepresented in STEM were underrepresented in AP Chemistry participation. Intersectional groups showed differences in performance with a medium to large effect size. Women of color had the highest failure rates, followed by men of color, suggesting that widescale interventions are necessary to improve preparation for advanced chemistry, acquisition of chemistry knowledge and skills, and a reduction in the achievement gap in AP Chemistry performance. Implications for policy and practice are discussed.

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Professional Development for High School Guidance Counselors to Facilitate Pre-college STEM Preparation (RTP)

Cited by 5 publications

References 20 publications

School counseling college‐going culture: Counselors’ influence on students’ college‐going decisions

School counseling college‐going culture: Counselors’ influence on students’ college‐going decisions

NGSS-based teacher professional development to implement engineering practices in STEM instruction

Intersectional Analysis of Advanced Placement Chemistry Enrollment and Performance by Gender and Ethnicity

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