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Engineering Science & Technology Journal, Volume 5, Issue 1, January 2024
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Engineering Science & Technology Journal
P-ISSN: 2708-8944, E-ISSN: 2708-8952
Volume 5, Issue 1, P.No. 65-82, January 2024
DOI: 10.51594/estj/v5i1.728
Fair East Publishers
Journal Homepage: www.fepbl.com/index.php/estj
COUNSELLING AS A TOOL FOR OVERCOMING

BARRIERS IN STEM EDUCATION AMONG
UNDERREPRESENTED GROUPS
Nancy Mohd Al Hamad1, Ololade Elizabeth Adewusi2, Chika Chioma Unachukwu3,
Blessing Osawaru4, & Onyebuchi Nneamaka Chisom5
1
Bridge the Gap, Dubai UAE
2
Independent Researcher, UK
3
Ministry of Education, Lagos, Nigeria
4
International School, Benin, Edo State, Nigeria
5
National Examinations Council, Nigeria.
___________________________________________________________________________
*Corresponding Author: Onyebuchi Nneamaka Chisom
Corresponding Author Email: lizzysogwa@gmail.com
Article Received: 25-10-23 Accepted: 15-12-23 Published: 18-01-24
Licensing Details: Author retains the right of this article. The article is distributed under the terms of
the Creative Commons Attribution-NonCommercial 4.0 License
(http://www.creativecommons.org/licences/by-nc/4.0/) which permits non-commercial use,
reproduction and distribution of the work without further permission provided the original work is
attributed as specified on the Journal open access page.
___________________________________________________________________________
ABSTRACT
This research explores the pivotal role of counselling in overcoming barriers faced by
underrepresented groups in Science, Technology, Engineering, and Mathematics (STEM)
education. Recognizing the multifaceted challenges, we delve into the historical context,
prevalent barriers, and existing gaps in the literature, emphasizing the importance of addressing
academic, socioemotional, and systemic factors. A comprehensive review of counselling
models and approaches reveals a diverse toolkit that provides tailored support for individuals
navigating STEM education. The benefits of counselling extend beyond academic achievement
to encompass emotional well-being, career development, and the creation of inclusive STEM
communities. By examining policy implications, including institutional commitments,
curricular integration, and cultural competence, we propose actionable steps to foster a
supportive environment within STEM education. We envision integrating technology, data-
Al Hamad, Adewusi, Unachukwu, Osawaru, & Chisom, P.No. 65-82 Page 65

driven strategies, and holistic wellness programs as promising directions toward the future.
Community engagement, advocacy for policy changes, and a commitment to lifelong learning
underscore the collaborative efforts required to shape a more equitable and empowering STEM
education landscape. In conclusion, counselling in STEM education emerges as a
transformative tool, offering a pathway toward inclusivity, resilience, and success. Through
ongoing research, innovation, and a commitment to cultural competence, we strive to create a
future where counselling becomes an integral part of the educational journey, unlocking the full
potential of every aspiring STEM professional, irrespective of their background or identity.
Keywords: STEM Education, Underrepresented Groups, Counselling Models, Inclusivity,
Academic Barriers.
___________________________________________________________________________
INTRODUCTION
In contemporary society, Science, Technology, Engineering, and Mathematics (STEM) are
pivotal pillars of progress, innovation, and societal advancement. Despite the undeniable
importance of STEM disciplines, a persistent challenge continues to overshadow their potential:
the underrepresentation of certain demographic groups (Hackler, 2011). A critical examination
of STEM education reveals that specific communities, notably women, ethnic minorities, and
individuals from socioeconomically disadvantaged backgrounds, face formidable barriers to
accessing and thriving within STEM domains (Hicks-Harris, 2023; E. McGee & Bentley,
2017). The repercussions of this underrepresentation extend beyond the realms of education,
influencing workforce dynamics, innovation potentials, and broader societal equality.
The underrepresentation of these groups in STEM education is a complex issue deeply rooted
in historical, cultural, and systemic factors (Armstrong & Jovanovic, 2015; E. O. McGee, 2020).
Historical prejudices, stereotypes, and a lack of equitable opportunities have contributed to a
disheartening scenario where talented individuals are hindered by barriers that extend far
beyond their academic capabilities (Hawkins, 2018; Plucker & Peters, 2020). Consequently,
addressing these barriers and fostering inclusivity in STEM education is not only a matter of
educational justice but is also imperative for harnessing the full potential of our diverse society.
This research seeks to delve into a transformative approach to mitigate the barriers
underrepresented groups face in STEM education: counselling. Recognizing that the challenges
are multifaceted, extending beyond mere academic hurdles, this study posits counselling as a
dynamic and holistic tool capable of dismantling barriers by addressing individual and systemic
factors. By examining the historical context, prevalent challenges, and existing gaps in the
literature, this research endeavours to illuminate the potential of counselling interventions in
creating an inclusive and equitable landscape within STEM education. Understanding that the
barriers faced by underrepresented groups in STEM are interconnected and deeply embedded,
a comprehensive exploration of counselling models, strategies, and theoretical frameworks
becomes essential. As we embark on this journey, it is crucial to acknowledge that counselling,
when thoughtfully integrated into STEM education, has the potential not only to address
academic challenges but also to foster a supportive environment that nurtures the diverse talents
and perspectives that underrepresented groups bring to the scientific and technological
landscape.
Through carefully examining existing literature, theoretical frameworks, counselling models,
and the potential benefits of counselling interventions, this research aims to contribute to the

growing body of knowledge on enhancing diversity and inclusivity in STEM education. By

identifying effective counselling approaches, unpacking the intricacies of their application, and
discussing the associated challenges and opportunities, this study endeavours to provide
actionable insights for educators, policymakers, and practitioners invested in promoting a more
inclusive and equitable STEM education system. In essence, this research serves as a call to
action, inviting stakeholders in education, psychology, and policymaking to recognize the
transformative potential of counselling in breaking down barriers and fostering an environment
where all individuals, regardless of their background, can thrive in the vast STEM education
landscape. Only through a concerted effort to address the multifaceted challenges faced by
underrepresented groups can we unlock the true potential of STEM as a driver of progress and
ensure that innovation is cultivated from the diverse perspectives of all members of our society
Conceptualizing Counselling in STEM Education
The integration of counselling within the framework of STEM education marks a paradigm
shift in addressing the barriers underrepresented groups face. Traditional approaches to STEM
education often prioritize academic achievement while neglecting the socioemotional and
psychological dimensions that significantly impact an individual's learning experience.
Conceptualizing counselling in STEM education involves recognizing the dynamic interplay
between academic challenges, personal development, and systemic factors contributing to the
underrepresentation of certain demographic groups.
Counselling, within the context of STEM education, extends beyond remedial interventions for
struggling students. It encompasses a proactive and holistic approach that recognizes the diverse
needs of learners (Bettinger, Boatman, & Long, 2013; Harackiewicz & Priniski, 2018). The role
of counselling is twofold: addressing immediate academic challenges and fostering the
development of key skills, such as resilience, self-efficacy, and a sense of belonging (Nowicki,
2008; Trpcevska, 2017). By creating a supportive environment that attends to academic and
socioemotional needs, counselling becomes a catalyst for overcoming barriers and enhancing
the learning experience (Uwah, McMahon, & Furlow, 2008).
In the academic support domain, tailored tutoring services address specific challenges in STEM
subjects. The approach involves personalized assistance catering to the unique learning needs
of each student. Emphasis is placed on skill development through counselling programs
focusing on enhancing study skills, time management, and problem-solving abilities (Egan,
2013; Jackson, 2015). This comprehensive academic support system ensures that students excel
in their coursework and acquire essential life skills, contributing to their success.
Concerning socioemotional well-being, initiatives encompass identity development within the
STEM community, recognizing and celebrating diverse identities to foster a sense of belonging
and inclusivity. Resilience building is a key component, with programs that cultivate resilience
particularly crucial when facing academic challenges and societal stereotypes (Yeager &
Dweck, 2012). Additionally, mentorship programs are prioritized to connect underrepresented
students with supportive role models in STEM fields, creating a network of guidance and
encouragement (Atkins et al., 2020; Ruiz, Gurel, Olds, Bankston, & McDowell, 2019).
Transitioning to career guidance, exposure to many STEM career opportunities is facilitated,
along with networking and internship experiences bridging the gap between students and
professionals, broadening their understanding of potential career trajectories, and equipping
them for future success.

The counselling approach adopts a holistic perspective, emphasizing three key components.
Firstly, intersectionality is prioritized by acknowledging and addressing the interplay of
identities such as race, gender, and socioeconomic status (Bowleg, 2012; Kelly et al., 2021).
This recognition informs tailored counselling interventions, ensuring effectiveness in
addressing the unique challenges faced by individuals. Secondly, cultural competence is central
to the counselling model, with counsellors undergoing training to understand the diverse
challenges encountered by individuals from various backgrounds (D. W. Sue, Sue, Neville, &
Smith, 2022; S. Sue, 1998). This enables them to adapt counselling approaches, fostering a
supportive and inclusive environment. Lastly, there is an emphasis on collaboration between
counsellors and educators to establish integrated support systems (Rekkedal et al., 2003).
Building strong relationships between these two entities creates a cohesive approach that
addresses academic and socioemotional needs, enhancing the well-being of individuals under
their care.
In the realm of institutional support and infrastructure, there is a focus on resource allocation,
advocating for the distribution of resources to establish counselling centres equipped to address
the unique challenges within STEM education (Adelman & Taylor, 1997; Dickeson, 2010).
Additionally, efforts are directed towards policy integration, advocating for the inclusion of
counselling initiatives within educational policies to ensure sustained support for
underrepresented groups. Moving to the domain of evaluation and adaptation, continuous
assessment mechanisms are implemented to gauge the effectiveness of counselling
interventions, allowing for adapting strategies based on evolving needs (Aarons et al., 2012;
Damschroder & Hagedorn, 2011; Marchal-Crespo & Reinkensmeyer, 2009). Moreover,
feedback loops involving students, educators, and counsellors are established to refine
counselling programs and promptly address emerging challenges (Chang, Minton, Dixon,
Myers, & Sweeney, 2012; Gysbers & Henderson, 1997).
In summary, conceptualizing counselling in STEM education involves redefining the role of
counselling to encompass a holistic, proactive, and culturally competent approach. By
addressing academic challenges, socioemotional well-being, and career guidance, counselling
becomes a powerful tool for breaking down barriers and creating an inclusive STEM education
environment where underrepresented groups can succeed academically and thrive as confident
and empowered learners.
Counselling Models and Approaches in STEM Education
Applying counselling models and approaches within STEM education is a nuanced and
multifaceted endeavour. Recognizing the intricate nature of the challenges faced by
underrepresented groups in STEM fields, various counselling models have emerged, each with
unique principles and strategies, as presented in Table 1. Understanding and implementing these
models is crucial to creating a supportive environment that addresses learners' academic and
socioemotional needs.
Table 1
Counselling Models With Unique Principles And Application
Counselling Key Principles Application in STEM References
model Education
Person-Centred Developed by Carl Rogers, person- Providing a safe and empathetic Cooper, O'Hara,
Counselling centered counselling emphasizes environment for and Schmid
empathy, unconditional positive underrepresented students to (2013); McIntosh

regard, and genuineness in express their concerns, (2022); Mearns,

interactions. It focuses on creating aspirations, and challenges in Thorne, and
a supportive, non-judgmental STEM. Emphasizing the McLeod (2013)
space where individuals can importance of acknowledging
explore their thoughts and feelings. and validating diverse
perspectives within STEM fields.
Cognitive Rooted in the idea that thoughts, Addressing imposter syndrome Claspell (2010);
Behavioral feelings, and behaviours are and self-doubt among Tolin (2023);
Therapy (CBT) interconnected. Focuses on underrepresented students in Wright, Brown,
identifying and changing negative STEM. Intervening in cases of Thase, and Basco
thought patterns to promote academic anxiety and promoting (2017)
positive behaviours. positive self-talk and resilience.
Solution- A goal-oriented and future-focused Assisting underrepresented Backhaus (2011);
Focused Brief approach that emphasizes students in setting clear academic Shick (2017);
Therapy solutions rather than dwelling on and career goals in STEM. Wilson (2015)
(SFBT) problems. Recognizes clients as Focusing on strengths and
experts in their own lives and resources to overcome specific
encourages them to envision a barriers and challenges.
preferred future.
Ecological Urie Bronfenbrenner developed Examining the influence of Bronfenbrenner
Systems Theory this model to view individuals family, peers, and the broader and Morris
within multiple interconnected community on the educational (2007); Perron
systems, including microsystems, choices and experiences of (2017); Rosa and
mesosystems, ecosystems, and underrepresented students in Tudge (2013)
macrosystems. Emphasizes the STEM. Identifying and
impact of various environmental addressing systemic barriers
factors on individual development. within educational institutions.
Narrative Focuses on the stories individuals Helping underrepresented Brown (2003);
Therapy tell about their lives and identities. students in STEM redefine their Hutto and
Seeks to empower individuals to narratives in the face of Gallagher (2017)
reshape and re-author their challenges and setbacks.
narratives. Encouraging the creation of
empowering narratives that
highlight resilience,
achievements, and unique
perspectives.
Career Developed by Mark Savickas, this Assisting underrepresented Aarons et al.
Construction theory emphasizes the importance students in navigating and (2012); Savickas
Theory of individuals actively constructing their STEM career (2013, 2020)
constructing their career paths. trajectories. Incorporating life
Views career development as a stories and personal values into
lifelong process of making career decision-making within
meaning of one's experiences. the STEM context.
Collaborative Developed by Ross Greene, CPS Collaboratively addressing R. Greene and
and Proactive focuses on collaboratively barriers in STEM education Winkler (2019);
Solutions (CPS) addressing and solving problems. faced by underrepresented R. W. Greene
Emphasizes the importance of groups through open (2023)
understanding the underlying communication and problem-
issues causing challenging solving. Recognizing and
behaviours. addressing systemic issues that
contribute to challenges in
STEM learning environments.
In summary, counselling models and approaches in STEM education provide a diverse toolkit
for addressing the complex challenges of underrepresented groups. By integrating principles
from these models, counsellors and educators can create tailored interventions that foster
academic success, socioemotional well-being, and a sense of belonging for all learners in STEM

disciplines. Each model brings a unique perspective, allowing for a comprehensive and
adaptable approach to support the diverse needs of individuals pursuing STEM education.
Benefits of Counselling in STEM Education
The integration of counselling services in STEM education has the potential to yield
transformative outcomes for underrepresented groups facing barriers in these fields. Beyond
the traditional focus on academic achievement, counselling provides a holistic approach that
addresses individuals' multifaceted challenges, fostering an environment conducive to learning,
personal development, and career success. The benefits of counselling in STEM education are
diverse and far-reaching.
Academic Achievement and Skill Development
In targeted support, counselling is pivotal in identifying and addressing specific academic
challenges that underrepresented students in STEM fields encounter. This involves providing
focused assistance in areas such as mathematics, physics, and computer science, tailoring
support to the unique needs of each student. Additionally, counselling programs incorporate
elements aimed at bolstering study skills, time management, and organizational strategies –
essential components for success in the demanding coursework of STEM disciplines (Lane,
Morgan, & Lopez, 2020; Stolle-McAllister, 2011).
Moreover, counselling contributes significantly to the development of self-efficacy by fostering
a positive self-perception and building confidence in individuals (Hauge, Kvalem, Berget,
Enders-Slegers, & Braastad, 2014). This empowerment equips students to approach challenges
within STEM fields with resilience and determination (Cramer, Neal, & Brodsky, 2009). By
instilling a sense of self-efficacy, counselling addresses immediate academic hurdles. It
cultivates a mindset that enables individuals to navigate and overcome future obstacles in their
STEM journeys.
Socioemotional Well-being
In emotional support, counselling serves as a secure and confidential space for students to
articulate their emotions and address concerns associated with STEM education's academic
pressures and challenges. It allows students to explore and share their feelings, creating a
supportive environment that acknowledges the unique stressors of pursuing science,
technology, engineering, and mathematics studies.
Specific attention is given to stress reduction strategies within this emotional support
framework. Counselling interventions actively incorporate techniques for stress management
and coping mechanisms, equipping students with valuable tools to navigate the demanding
nature of STEM coursework (Conner, 2021). This helps students cope with immediate
challenges and fosters long-term resilience in the face of academic pressures. Additionally,
counselling is crucial in nurturing identity development, particularly for individuals from
underrepresented groups (Appling & Robinson, 2021; Carter, 1995; Torres, Jones, & Renn,
2009). By addressing stereotypes and promoting inclusivity, counsellors contribute to
cultivating a positive STEM identity, fostering a sense of belonging and empowerment within
these academic fields.
Career Guidance and Pathway Exploration
Counselling is pivotal in broadening students' horizons by providing exposure to diverse STEM
career pathways that may not have been initially considered. Through targeted counselling
sessions, students gain valuable insights into potential professions and opportunities within the

vast landscape of science, technology, engineering, and mathematics. This exposure catalyzes
informed decision-making and empowers students to explore previously undiscovered avenues
in the STEM field.
In addition to introducing students to varied career possibilities, counselling facilitates
establishing crucial connections within STEM communities. Networking and mentorship
opportunities are actively promoted, enabling students to forge meaningful relationships with
professionals and mentors in their STEM fields (Atkins et al., 2020; Mullen & Klimaitis, 2021).
These connections provide invaluable guidance and support, aiding students in navigating the
intricacies of STEM careers. Furthermore, career-oriented counselling contributes to goal
setting, assisting students in formulating realistic and achievable objectives that align with their
long-term aspirations in STEM. This proactive approach fosters a sense of direction and
purpose, enhancing students' readiness to pursue and succeed in their chosen STEM paths
(Dama, 2018; Kovach, 2018).
Diversity and Inclusion
Counselling programs in STEM actively integrate cultural competence training to ensure that
counsellors are well-equipped to comprehend and address the distinctive challenges
encountered by students from diverse backgrounds. This emphasis on cultural competence
enhances the counselors' ability to connect with students. It contributes to creating an inclusive
and welcoming environment within STEM education. By fostering a sense of community and
collaboration among students, these counselling initiatives play a pivotal role in cultivating an
atmosphere that values diversity and encourages mutual support within the academic realm of
science, technology, engineering, and mathematics (Andrisani, 2018; Holcomb-McCoy, 2007).
Community Building and Peer Support
Counselling initiatives actively promote the establishment of peer networks, cultivating a
supportive community that enables students to exchange experiences, offer advice, and share
valuable resources (Cowie & Wallace, 2000; Newton & Ender, 2010). A collaborative learning
environment is fostered through group counselling sessions or workshops, encouraging
underrepresented students to collaborate, work together, and collectively share knowledge. This
approach enhances academic support and develops a sense of community and mutual
empowerment within the educational landscape.
In conclusion, the benefits of counselling in STEM education extend beyond academic success,
encompassing emotional well-being, career development, and systemic change. By recognizing
and addressing the unique challenges underrepresented groups face, counselling is vital in
creating an inclusive and equitable STEM education landscape where all individuals can thrive
and contribute to advancing these critical fields.
Challenges and Considerations in Implementing Counselling in STEM Education
While the integration of counselling in Science, Technology, Engineering, and Mathematic
education holds great promise for addressing barriers faced by underrepresented groups,
implementing counselling programs comes with its challenges and considerations. These
challenges span from the individual and interpersonal levels to systemic and institutional
factors. Understanding and navigating these complexities is essential for successfully deploying
counselling interventions in the context of STEM education.

Stigma and Stereotypes

 Perceived Weakness: There may be a stigma associated with seeking counselling, with some
students perceiving it as an admission of weakness. Overcoming this stigma is crucial for
ensuring individuals feel comfortable accessing counselling services.
 Stereotypes in STEM: Stereotypes about STEM fields may contribute to the belief that
counselling is unnecessary or irrelevant in these disciplines. Addressing stereotypes about
who belongs in STEM is essential to fostering a receptive environment for counselling
(Falco, 2017; Quinn, Wilson, MacIntyre, & Tinklin, 2009).
Limited Awareness and Accessibility
 Lack of Awareness: Students, particularly those from underrepresented groups, may be
unaware of the availability and benefits of counselling services. Creating awareness is a
challenge, as misconceptions about counselling may persist.
 Accessibility Barriers: Limited access to counselling services due to physical location,
availability of counsellors, or financial constraints poses a significant challenge. Ensuring
equitable access for all students is a key consideration (Hyun, Quinn, Madon, & Lustig,
2007; Price et al., 2014).
Cultural Competence and Representation
 Cultural Sensitivity: Counselors may lack cultural competence, which is crucial for
understanding and addressing the unique challenges of students from diverse backgrounds.
Providing culturally sensitive counselling is essential for effectiveness.
 Representation of Counselors: The underrepresentation of counsellors from diverse
backgrounds, particularly in STEM-specific counselling roles, may hinder the establishment
of trust and rapport between counsellors and students (D. W. Sue et al., 2022).
Academic Pressures and Time Constraints
 Overwhelming Workloads: STEM students often face rigorous academic demands and time
constraints. Integrating counselling into their schedules without burdening them requires
careful planning and consideration.
 Perceived Time Investment: Students may perceive counselling as time-consuming,
deterring them from seeking support. Providing flexible counselling options and
emphasizing the time efficiency of interventions are essential considerations (Bybee, 2013).
Intersectionality and Diverse Needs
 Unique Challenges: Intersectionality, considering factors such as race, gender,
socioeconomic status, and more, leads to diverse needs among underrepresented students.
Counselling programs must be flexible and adaptive to address these unique challenges.
 Intersectional Identity Development: The intersectional nature of identity development
requires counsellors to be attuned to the nuanced experiences of individuals, recognizing
that multiple intersecting factors may shape their challenges.
Integration with STEM Curriculum
 Curricular Alignment: Integrating counselling seamlessly with the STEM curriculum is
challenging, as academic and counselling components may be perceived as separate entities.
Coordination between academic and counselling departments is crucial for successful
integration.

 Incorporating Soft Skills: Counselling often focuses on developing soft skills such as
communication, teamwork, and resilience. Ensuring that these skills align with STEM-
specific competencies is a consideration for effective implementation (Dean, 2017).
Evaluation and Measurement of Impact
 Quantifying Impact: Evaluating the effectiveness of counselling interventions in the context
of STEM education requires robust measurement tools. Identifying and quantifying the
impact of counselling on academic success, well-being, and career outcomes is a significant
challenge.
 Long-Term Outcomes: Tracking the long-term outcomes of counselling programs beyond
immediate academic improvements is essential. Understanding how counselling contributes
to sustained success in STEM careers is complex (Lambert, 2013; Schmoker, 1999).
Institutional Support and Policy
 Resource Allocation: The commitment of resources, both financial and human, is vital for
the successful implementation of counselling programs. Securing institutional support for
these resources can be challenging.
 Policy Alignment: Ensuring that institutional policies align with the goals of counselling
programs is critical. Policies that support diversity, inclusivity, and mental health within
STEM education are essential for a conducive environment (Biggs, 2001).
Navigating these challenges and considerations requires a collaborative and multidimensional
approach. Establishing a dialogue between stakeholders, including educators, counsellors,
policymakers, and students, is essential for developing effective and sustainable counselling
interventions that address the unique needs of underrepresented individuals in STEM education.
Policy Implications for Integrating Counselling in STEM Education
Recognizing the importance of counselling in addressing barriers faced by underrepresented
groups in Science, Technology, Engineering, and Mathematics education, there are significant
policy implications that institutions and policymakers should consider. These policy
recommendations aim to create an inclusive and supportive environment that fosters the success
of all students pursuing STEM fields, regardless of their background.
Institutional Commitment to Counselling Services
 Policy Mandates: Establish policies that mandate counselling services within STEM
education institutions. Clearly articulate the commitment to fostering a supportive
environment that addresses underrepresented students' academic and socioemotional needs.
 Resource Allocation: Allocate sufficient financial and human resources to ensure the
availability of well-trained counsellors who specialize in STEM-related issues. Adequate
funding should be allocated to counselling centres to meet the diverse needs of
underrepresented students (National Academies of Sciences & Medicine, 2019; Sosale,
Harrison, Tognatta, & Nakata, 2023).
Integration of Counselling into STEM Curriculum
 Curricular Alignment: Develop policies encouraging the seamless integration of
counselling components into the STEM curriculum. This may involve including workshops,
seminars, or counselling modules that address STEM education's academic and
socioemotional aspects.

 Faculty Training: Implement policies that mandate ongoing training for STEM faculty to
better understand the role of counselling and to promote a collaborative approach between
academic and counselling departments. Faculty members should be equipped to identify
signs of distress and refer students to counselling services when necessary (Borrego &
Henderson, 2014; Flaherty et al., 1998).
Cultural Competence and Diversity Training
 Counsellor Training Requirements: Establish policies that require counsellors in STEM
education institutions to undergo cultural competence and diversity training. This training
should be ongoing to ensure counsellors remain attuned to the evolving needs and identities
of underrepresented students.
 Representation in Counselling Staff: Encourage policies that promote diversity in
counselling staff, including hiring counsellors from underrepresented backgrounds. This
enhances the representation of diverse role models and fosters a more inclusive environment
within counselling services (Ewim, 2023; Ju et al., 2020; Olanike S, Asogwa, Njideka M,
RE, & Temiloluwa O, 2023; Schoonveld, Veach, & LeRoy, 2007).
Accessibility and Outreach Programs
 Financial Accessibility: Implement policies that address financial barriers to counselling
services. This may include subsidizing student counselling fees or incorporating counselling
services within tuition to ensure affordability.
 Outreach Initiatives: Develop policies that mandate outreach initiatives to raise awareness
about the availability and benefits of counselling services. Outreach programs should
specifically target underrepresented groups in STEM to ensure equitable access (Golightly
et al., 2017).
Evaluation and Data Collection
 Impact Assessment: Establish policies that require regular assessments of the impact of
counselling interventions on academic success, retention rates, and the overall well-being
of underrepresented students in STEM. This may involve the development of metrics and
benchmarks to measure success.
 Data Collection on Barriers: Mandate data collection on barriers faced by underrepresented
groups in STEM, both academic and non-academic. This data can inform the development
of targeted counselling interventions and guide future policy adjustments (Azunna, 2018;
Chidolue & Iqbal, 2023; Holland Zahner & Harper, 2022).
Collaboration Between Stakeholders
 Interdepartmental Collaboration: Develop policies encouraging collaboration between
academic departments, counselling services, and diversity and inclusion offices. This
ensures a coordinated approach to addressing barriers and fostering an inclusive STEM
education environment.
 Community Engagement: Promote policies that encourage collaboration with external
organizations, community groups, and industry partners to enhance the support network
available to underrepresented students in STEM. Engaging the broader community enriches
the counselling ecosystem (Bennett, Lattuca, Redd, & York, 2020; Estrada et al., 2016;
Kezar & Holcombe, 2017).

By addressing these policy implications, institutions can create an environment that supports
the academic success of underrepresented students in STEM and fosters a sense of belonging,
resilience, and empowerment. Implementing these policies requires a concerted effort from
educational leadership, policymakers, and stakeholders to create lasting positive change in
STEM education.
Future Directions in Integrating Counselling for Underrepresented Groups in STEM
Education
As we navigate the complexities of fostering inclusivity and overcoming barriers in Science,
Technology, Engineering, and Mathematics education, envisioning future directions becomes
paramount. The evolution of counselling practices and support mechanisms for
underrepresented groups in STEM is integral to creating a more equitable and diverse
landscape. The following considerations outline potential future directions for advancing
counselling in STEM education:
Technological Integration
 Online Counselling Platforms: Explore the integration of online counselling platforms to
enhance accessibility for underrepresented students. Virtual counselling sessions, webinars,
and chat-based support can provide flexibility and reach a broader audience.
 Technology-Assisted Interventions: Investigate technology-assisted interventions like
virtual reality or artificial intelligence to personalize counselling experiences. These
technologies can simulate real-world STEM scenarios, offering targeted support for skill
development (Ikwuagwu et al., 2020; Venkatesan et al., 2021; Zhang, Ding, Naumceska, &
Zhang, 2022).
Data-Driven Counselling Strategies
 Predictive Analytics: Utilize predictive analytics to identify students at risk of facing
barriers in STEM education. Data-driven insights can inform proactive counselling
interventions tailored to individual needs.
 Continuous Monitoring: Implement systems that track underrepresented students' academic
progress and well-being. Regular data collection can facilitate the early identification of
challenges, allowing for timely counselling interventions (Jones, 2019; Mason, 2023).
Holistic Wellness Programs:
 Integrated Health and Well-being Initiatives: Expand counselling services to include
holistic wellness programs that address academic challenges and physical and mental well-
being. This can involve partnerships with health professionals to provide comprehensive
support.
 Mindfulness and Stress Reduction: Integrate mindfulness and stress reduction programs
within counselling services to enhance the resilience and coping mechanisms of
underrepresented students navigating the demands of STEM education (Freeze, 2021; Nagy
et al., 2022; Shay & Pohan, 2021).
Community-Engaged Counselling:
 Community Partnerships: Strengthen community engagement by forging partnerships with
local organizations, industry leaders, and alumni networks. These collaborations can
provide mentorship opportunities, networking avenues, and real-world insights for
underrepresented students.

 Peer Mentoring Programs: Develop and expand peer mentoring programs within STEM
education. Peer mentors from underrepresented backgrounds can offer valuable guidance
and support, complementing formal counselling services (Mullen & Klimaitis, 2021;
Zaniewski & Reinholz, 2016).
Advocacy for Policy Changes
 Institutional Policy Advocacy: Advocate for institutional policies that embed inclusivity and
equity within STEM education. Efforts to influence policy changes can create a sustained
commitment to addressing barriers and fostering diversity.
 National and Global Advocacy: Engage in national and global advocacy efforts to influence
higher-level policies. Collaboration with policymakers, governmental bodies, and
international organizations can drive systemic change (May & Bridger, 2010).
Research and Innovation
 Continuous Research Initiatives: Foster a culture of continuous research to explore the
evolving challenges and opportunities for underrepresented groups in STEM. Research
findings can inform evidence-based counselling practices and interventions.
 Innovative Counselling Models: Encourage the development of innovative counselling
models adaptable to STEM education's dynamic nature. Experimentation with novel
approaches can lead to more effective strategies for overcoming barriers (Burt, Stone,
Motshubi, & Baber, 2023; Byars-Winston et al., 2018; Estrada et al., 2016).
CONCLUSION
In conclusion, counselling integration into STEM education emerges as a critical and
transformative avenue for addressing the persistent barriers underrepresented groups face.
Through this exploration, we have delved into the multifaceted challenges these individuals
encounter in pursuing STEM fields, ranging from academic pressures to socioemotional well-
being and systemic inequalities. Counselling, as a dynamic and holistic tool, offers a pathway
toward fostering inclusivity, resilience, and success among underrepresented students in STEM.
The in-depth examination of counselling models, approaches, and the benefits they bring has
illuminated the potential for a paradigm shift in how we support individuals within STEM
education. From person-centred counselling that emphasizes empathy to solution-focused brief
therapy that directs attention toward actionable outcomes, a diverse toolkit of strategies is
available to meet the varied needs of students. The benefits of counselling extend beyond
academic achievements, encompassing emotional well-being, career development, and creating
a more inclusive and diverse STEM community. As we project into the future, several
considerations and policy implications emerge. Integrating technology, data-driven strategies,
and holistic wellness programs present exciting prospects for enhancing counselling services.
Moreover, community engagement, advocacy for policy changes, and a commitment to lifelong
learning underscore the importance of collaborative efforts among educational institutions,
policymakers, and the broader community.
In shaping the future of counselling in STEM education, it is imperative to recognize the
intersectionality of identities and tailor interventions accordingly. The commitment to cultural
competence, diversity, and inclusivity must be ingrained in institutional policies and practices.
By doing so, we pave the way for a more equitable and supportive STEM education
environment that honours every individual's unique perspectives and talents. In essence,
counselling in STEM education is not merely a support mechanism but a catalyst for change

and empowerment. Through ongoing research, innovation, and a dedication to continuous

improvement, we can create an educational landscape where underrepresented students not only
overcome barriers but thrive as contributors to the advancement of science, technology,
engineering, and mathematics. As we move forward, let us envision a future where counselling
becomes an integral part of the educational journey, unlocking the full potential of every
aspiring STEM professional, regardless of their background or identity.
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Engineering Science & Technology Journal, Volume 5, Issue 1, January 2024

COUNSELLING AS A TOOL FOR OVERCOMING

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growing body of knowledge on enhancing diversity and inclusivity in STEM education. By

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regard, and genuineness in express their concerns, (2022); Mearns,

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Stigma and Stereotypes

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and empowerment. Through ongoing research, innovation, and a dedication to continuous

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Ewim, D. R. E. (2023). Integrating Business Principles in STEM Education: Fostering

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