“My Blood Is Boiling When I Think About Advising”: The Role of Academic Advising in STEM Student Retention

Abstract

Student attrition from STEM disciplines is one of the most pressing issues in higher education. To better understand the causes of this attrition, this study examines STEM students’ college experiences and uncovers their perspectives on the existing support systems with a specific focus on the role of academic advising. Our research reveals that students from a particular STEM major identified academic advising as problematic, serving as one of the main factors pushing them out of the major, while the STEM major they transferred to did not have this issue. We examined whether this difference was also evident in the perspectives of the student affairs offices by interviewing academic counselors. This research emphasizes the responsibility of academic counselors in students’ decisions to leave STEM majors and the importance of care in their work. The findings suggest a need for STEM departments to re-assess academic advising philosophies and practices while creating more supportive learning environments.

Do I Stay or Do I Go? Examining Attraction, Selection, and Attrition of Black Men in Computer Engineering at Predominantly White Institutions

“…Their sense of be-ing cared for is reinforced by all of the professorial actions listed in the preceding paragraph, and also by an approach focused on dignity and respect for all students-what Theobald and colleagues call the "head and heart" approach to teaching (Theobald et al, 2020, p. 6479). It is also essential to infuse advising with an ethic of care, providing students with both practical advice (e.g., what courses to take) and emotional support that empower students to succeed (Rozhenkova et al, 2022). Teachers and advisors who exhibit such relational characteristics contribute positively to Black male success in college (Museus and Ravello, 2010).…”

“…The first year is an especially important time as students decide whether to remain in their major based on performance during their first year (Chen, 2013;Hunter, 2019;Seymour and Hewitt, 1997). Research shows that poor advising influences students to switch out of their current majors into another major that they perceive offers more supportive advising (Rozhenkova et al, 2022).…”

The Impact of Modality Choice on Final Exam Success and Retention in a Concurrent Preparatory Chemistry Course

“…It is also important to note that improving the support for skill acquisition is only one small aspect of reducing opportunity gaps. We acknowledge that skill acquisition alone is not enough to overcome institutional barriers to success for under-served communities. − Other initiatives at the university, school, and department levels work to continually address other barriers to success for marginalized populations. ,− …”