School counseling practices related to postsecondary STEM participation

This qualitative exploratory cross-case analysis analyzed the beliefs and practices of high school counselors related to science, technology, engineering, and mathematics (STEM) academic advisement, postsecondary planning, and career participation. Interviews were conducted with high school counselors (N = 13) who were purposively sampled to represent a diversity of schools in terms of demographic variables. Findings indicated that high school counselors perceived that (a) sociocultural factors influenced student preparation for STEM, career planning, and decision making; (b) students' STEM-related career goals and academic behaviors were sometimes misaligned, and academic advisement often mediated this tension; and (c) their professional STEM knowledge, beliefs, and practices were influenced by professional preparation, workplace characteristics, and their academic experiences. Implications include the need for early, sustained high school STEM counseling and academic advisement; accessible professional development in STEM preparation and careers to promote multiple pathways and reduce school counselor bias; and encouraging family involvement in STEM career decision making.

Automated summary

This study examines the beliefs and practices of high school counselors in STEM academic advisement, postsecondary planning, and career participation. The findings reveal that sociocultural factors influence student preparation for STEM, career planning, and decision-making. The misalignment between students' STEM career goals and academic behaviors is often mediated by academic advisement. The professional STEM knowledge, beliefs, and practices of counselors are influenced by their professional preparation, workplace characteristics, and academic experiences.