Synthesis of Higher Education Scholarship Using Ecological Systems Theories

• In Event: Evolving Ecological Models and Their Use in Research on College Students

Abstract

This paper lays a foundation for the session with a brief introduction to two popular ecological models used in higher education research (Bronfenbrenner, 1977, 1995; Strange & Banning, 2001) and the evolution of use of the Bronfenbrenner model since Renn and Arnold (2003) demonstrated its utility for higher education scholarship. We focus mainly on Bronfenbrenner’s PPCT model as it has been more widely used.

We offer critique of the models for the ways that they fail to incorporate critical theory and account for White supremacy and cisheterosexism, among other systemic power structures. We argue as did Cabrera et al. (2016), that the ecology models embrace racelessness, but also that they are silent on other systems of power that circulate in and frame higher education and higher education research. Whether considered a fatal oversight of the ecology models, or merely a missed opportunity as an artifact of the historical period when they evolved and were applied to studies of college students, the failure to take systemic oppression into account in describing Persons, Processes, Contexts, and Time renders the developmental ecology model less robust than it needs to be to account for college student development. The study of college students, their environments, and their development is limited by the lack of a critical perspective in this model.

Author

• Kristen A. Renn, Michigan State University
  Presenting Author