Systemic Whiteness and Deconstructing Becky(s): A Phenomenological Study of White Women STEM Academic Advisors

• In Event: Empowering Pathways: Racialized Realities of Mentorship, Belonging, and Advising in STEM

Abstract

Academic advising is critical to student success and retention. While the demographics of students grow increasingly more diverse, the demographics of academic advisors remain predominantly white women. Scant research exists on how this overrepresentation impacts advising practice, particularly with BIPOC students at Predominantly White Institutions. This phenomenological study explored the experiences of seven white women STEM advisors at a public research institution through the lenses of Critical Whiteness Studies and Matias’ (2019) descriptive framework of “Becky(s).” Findings indicate white women STEM academic advisors overwhelmingly exhibited characteristics of “Becky(s)” when working with BIPOC students. Recommendations include professional development focused on anti-racism for white advisors, reviewing hiring practices, and taking a stronger stance on the importance of diversity, equity, inclusion, and access.

Author

• Megan Delaney, University of Connecticut