Gatekeeper identity development: An application of bioecological systems theory

DeCino, Daniel A.; Waalkes, Phillip L.; Chang, Victor

doi:10.1002/ceas.12225

Cited by 5 publications

(9 citation statements)

References 31 publications

(46 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One area of gatekeeping currently lacking in the research literature is doctoral training and gatekeeping within doctoral dissertations. Scholars have called upon counselor educators to better understand their gatekeeping practices and further their gatekeeper identity development across all levels of training (DeCino et al., 2022). More insight into how counselor educators experience gatekeeping during dissertations may illuminate areas for growth in improving gatekeeping practices for dissertation chairpeople, doctoral training programs, and students (Gholston et al., 2020).…”

Section: Gatekeeping In Counselor Educationmentioning

confidence: 99%

“…Scholars Duggar and Francis (2014) and McAdams and colleagues (2011) highlighted how student dismissals and lawsuits against counseling faculty can disrupt educators’ and supervisors’ professional teaching and supervising duties. Other scholars asserted that counselor educators can encounter inconsistent or minimal support from university supervisors and administrators that impede gatekeeping practices and professional mandates counselor educators (e.g., ethical codes, CACREP standards; DeCino et al., 2022; Schuermann et al., 2018). Researchers have also explored how educators and supervisors internally experience gatekeeping in counselor training.…”

Section: Gatekeeping In Counselor Educationmentioning

confidence: 99%

“…Researchers have also explored how educators and supervisors internally experience gatekeeping in counselor training. For example, DeCino and colleagues (2022) found that counselor educators may struggle professionally with intense and emotionally memorable gatekeeping experiences and need additional resources to process and contextualize their experiences. Furthermore, Chang and Rubel (2019) discovered some counselor educators may struggle to balance professional responsibilities and practice gatekeeping inconsistently compared with their colleagues.…”

Section: Gatekeeping In Counselor Educationmentioning

confidence: 99%

See 2 more Smart Citations

Counselor educators’ gatekeeping experiences during dissertation

DeCino,

Waalkes,

Jorgensen

et al. 2023

Couns Edu & Supervision

Self Cite

View full text Add to dashboard Cite

Little is known about counselor educators’ experiences of gatekeeping doctoral students. Using an interpretative phenomenological approach, we examined counselor educators’ experiences of gatekeeping doctoral students during the dissertation. Themes included (a) interventions, (b) prior student gatekeeping interactions, and (c) recommendations for gatekeeping during the dissertation. Implications and suggestions for research are provided.

show abstract

Section: Gatekeeping In Counselor Educationmentioning

confidence: 99%

Section: Gatekeeping In Counselor Educationmentioning

confidence: 99%

Section: Gatekeeping In Counselor Educationmentioning

confidence: 99%

See 1 more Smart Citation

Counselor educators’ gatekeeping experiences during dissertation

DeCino,

Waalkes,

Jorgensen

et al. 2023

Couns Edu & Supervision

Self Cite

View full text Add to dashboard Cite

show abstract

“…Recent higher education scholarship has adopted an ecological approach to understanding student experiences in efforts to shift away from the narrowed conceptions of students navigating a pre-determined, unidirectional pipeline towards thinking about the impact of interactions across broader ecosystems (Fish and Syed, 2018;DeCino et al, 2022;Morton and McKinney de Royston, 2022). For example, Fish and Syed (2018) proposed rearranging the levels of the ecological systems theory to prioritize the chronosystem and macrosystem in efforts to understand how the present-day experiences of Native American college students are rooted in historical and cultural context.…”

Section: A Multi-systems Approach To Sense Of Belonging In Academic Stemmentioning

confidence: 99%

Adopting a multi-systems approach: examining the academic belongingness of first-generation college students with multiple stigmatized identities in STEM

Google,

Sekaya,

McMullen

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

First-generation college students often experience greater social alienation and marginalization due to a mismatch of their cultural values compared to those of their university and often report lower academic satisfaction and sense of belonging. The effects on sense of belonging and satisfaction are intensified when first-generation college students have identities that intersect with other stigmatized social and cultural identities, like low socioeconomic status, Black or Latinx racial identities or religious identities, specifically for STEM majors. Students’ holistic health and well-being, including their sense of belonging, is highly correlated to their academic achievement, persistence, and overall student success, especially for underrepresented minority groups. However, there has been limited consideration for the nuanced experiences of first-generation college students with multiple stigmatized identities, and for how the academic STEM environment shapes student’s perceptions of inclusivity considering their social identities. To address these concerns, we used the Bioecological Systems theory to contextualize drivers of sense of belonging for students with stigmatized social and cultural identities by allowing space to explicitly consider institutional, departmental, classroom and societal-level phenomena that may operate to erode or fortify belonging for some individuals over others. Findings were organized contextually first, revealing how broader societal and familial values shaped their perceptions of their first-generation identity. Next, we reported how various forms of engagement and interactions with institutional agents impacted their perceptions of support at the institutional level. We then documented behavioral patterns within STEM departments that culminated to reveal how first-generation college students’ sense of belonging was impacted by perceived departmental culture. Last, we revealed interactions within STEM classrooms that signaled inclusivity through humanizing and intentional pedagogical practices. Infused throughout all findings are instances where student experiences were mediated through their multiple identities and were shaped by dual global pandemics of 2020, that being COVID-19 and the racial unrest resurfaced by the murder of George Floyd. Implications for this work have the potential to restructure how institutions provide support for first-generation college students given the salience of their intersecting stigmatized identities in shaping their institutional, disciplinary, and classroom belonging.

show abstract

“…Fourthly, meaningful experiences shape individual development. Lastly, ecological environments where an individual develops contain multiple interconnected nested systems, which impact their development (Amundsen et al, 2021;DeCino et al, 2022).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

What Makes Me, Me? Factors influencing pre-service teacher personal identity development during professional practice

Jilina

View full text Add to dashboard Cite

<p>The concept of identity can be broken up into two constructs: personal and professional. Developing teacher professional identity is an important part of becoming a teacher. Research suggests pre-service teachers primarily develop their professional identity during professional practice. Personal and professional identities are interlinked, and conflict can arise when pre-service teachers take their personal identity on professional practice. In the past ten years, much research about pre-service teacher professional identity development had been completed, while personal identity was largely overlooked. This phenomenological study uses qualitative methods including ecomaps, semi-structured interviews, and field notes to investigate factors influencing primary school pre-service teacher personal identity development during professional practice. Reflexive thematic analysis revealed themes situated within Bronfenbrenner’s ecological systems, including factors that enable, challenge, or enable and challenge identity development. Findings suggest pre-service teachers’ individual aspects and contextual factors, primarily whānau, can influence identity development, and imply the role of resilience. This study poses implications for pre-service teachers, initial teacher education providers, educators, professional practice schools, and researchers.</p>

show abstract

Gatekeeper identity development: An application of bioecological systems theory

Cited by 5 publications

References 31 publications

Counselor educators’ gatekeeping experiences during dissertation

Counselor educators’ gatekeeping experiences during dissertation

Adopting a multi-systems approach: examining the academic belongingness of first-generation college students with multiple stigmatized identities in STEM

What Makes Me, Me? Factors influencing pre-service teacher personal identity development during professional practice

Contact Info

Product

Resources

About