TPC-Journal-Vol 11-Issue-4

383 Dana L. Brookover Access to School Counseling and the Connection to Postsecondary STEM Outcomes Access to school counseling services leads to access to college-readiness counseling initiatives, including science, technology, engineering, and mathematics (STEM) education–focused counseling for students. School counselor caseload and percentage of time spent on college-readiness counseling were analyzed in relation to longitudinal STEM postsecondary outcomes of students in a nationally representative sample. Access to school counselors who spend 21% or more of their time on college-readiness counseling predicted persistence and attainment of a STEM postsecondary degree. The current results offer implications for school counselors, counselor educators, and future researchers, including the need for STEM self-efficacy interventions, unbiased curriculum, and professional development on STEM counseling for school counselors; and the call for a more nuanced understanding of this topic. Keywords: STEM, school counseling, college-readiness counseling, longitudinal, self-efficacy College and career readiness are key outcome targets of school systems across the United States (Malin et al., 2017; U.S. Department of Education, 2010). Science, technology, engineering, and mathematics (STEM) initiatives are also a national priority (The White House, Office of Science and Technology Policy, National Science and Technology Council, 2018). School counselors play an integral role in their students’ college readiness through providing college-readiness counseling (Gilfillan, 2017). This includes the important role school counselors perform in educating students on the possibilities in STEM at the college level (Cabell et al., 2021; Schmidt et al., 2012). STEM Education STEM education has been described by Tsupros and colleagues (2009) as an interdisciplinary approach to learning science, technology, engineering, and mathematics that includes understanding and knowledge of science and math concepts, computers, and problem-solving skills. There have been longstanding calls for a more STEM-literate workforce, a more diverse STEMworkforce, and more individuals interested in working in the STEM fields in general (Mohr-Schroeder et al., 2015). STEM education attainment and persistence is an emerging topic in the career development and counseling profession, but there are differing opinions on what constitutes the “STEM crisis” (Xue & Larson, 2015). Some researchers have indicated that the demand for STEM workers in the United States will not be met because of a lack of qualified and interested individuals to step into these positions. Another viewpoint emphasizes that research has indicated there are both shortages and surpluses of STEM workers, depending on the particular job market segment (Xue & Larson, 2015). Still, the data is clear that there is a “STEM crisis” in terms of inequities in who is matriculating into and persisting in STEM majors (National Science Foundation [NSF], 2021). Despite the great growth in traditionally underrepresented students persisting in STEMmajors in college (NSF, 2021) and the potential for career development initiatives to increase retention in STEM for minority groups (Belser et al., 2018), there are still disparities in STEM college major attainment and The Professional Counselor™ Volume 11, Issue 4, Pages 383–399 © 2021 NBCC, Inc. and Affiliates doi: 10.15241/dlb.11.4.383 Dana L. Brookover, PhD, NCC, is a licensed school counselor and an assistant professor at the University of Scranton. Correspondence may be addressed to Dana L. Brookover, McGurrin Hall Room 435, McGurrin Hall, The University of Scranton, Scranton, PA 18510,