Using Bronfenbrenner's Ecological System Theory as a framework, the present study seeks to model the multiple ecological systems impacting students in ...
Students in Context: Applying Ecological Theory to Graduate School Education Sarah Ferguson, PhD Department of Interdisciplinary and Inclusive Education ABSTRACT
ECOLOGICAL SYSTEMS THEORY
Using Bronfenbrenner’s Ecological System Theory as a framework, the present study seeks to model the multiple ecological systems impacting students in graduate school programs. This study utilizes Leech (2012) as a starting point and integrates multiple theoretical perspectives into a single model based on Bronfenbrenner’s Ecological Systems theory. Students in graduate school programs are uniquely positioned between two ecological systems: one for their general life and one specific to the academic environment. As students progress through graduate school these two ecological systems integrate over time. Navigating these two systems and seeking work/school/life balance can be challenging for students, and may impact student success. By explicitly modeling this reality, faculty and program administrators can better understand areas where students may need support.
• Program and student support systems can be developed to specifically meet the needs of students experiencing this transition in ecological systems and support student success through these changes. • Additionally, the longer a student is in a graduate school program the further these two ecological systems merge, particularly for those training to be an academic. • Programs should seek to be responsive to the different needs of students at different stages of graduate school.
BACKGROUND Previous Work: • Adjusting to graduate education is challenging for students due to their multiple responsibilities such as school, work, research, and family roles (Labaree, 2003; Leech, 2012). • Using a form of ecological theory, Leech (2012) situated the graduate student at the center with nested structures reflecting the individual’s resources and experiences, the program level considerations such as instruction and assessment, the microenvironment of department and faculty influences, and the macroenvironment of graduate school and discipline culture. Current Study: • The present theoretical framework more closely applies Bronfenbrenner’s (1992) ecological systems theory to the graduate school context. • Using Bronfenbrenner’s (1992) ecological systems theory, the present approach situates the individual student in both the ecological frame of graduate school and the broader ecological frame of life. • As students progress through graduate school, these two ecological systems begin to integrate, particularly for students who continue on in academic work or careers (Bronfenbrenner & Morris, 2006).
IMPLICATIONS • By modeling these two ecological systems in connection, we are better able to represent the reality of graduate school education for our students.
FUTURE DIRECTIONS GRADUATE SCHOOL
GENERAL SYSTEMS
Integrates over Time (Chronosystem)
A parallel nested ecological systems structure is developed with the student and their individual resources in the center (Leech, 2012). The microenvironment systems, mesosystems, exosystems, and the macrosystems are modeled in two separate yet interconnected structures (Bronfenbrenner & Morris, 2006; Leech, 2012). The chronosystem is modeled in the change over time as these two ecological systems integrate. On one side (depicted on the left of the diagram), the ecological systems unique to the graduate school environment are developed. These include structures connected to courses, programs, colleges, universities, on out to the field at large and societal expectations (Leech, 2012). On the other side (depicted on the right of the diagram), the traditional ecological systems theory is presented (Bronfenbrenner, 1992; Bronfenbrenner & Morris, 2006). This system includes family, work, local policies and services, media, on out to the attitudes, values, and ideologies of the culture and society in which the individual lives. This side of the theoretical framework is well known in ecological systems theory, but is included in the current theoretical diagram as a necessary counterpart to the graduate school ecological systems framework.
• Future research on graduate school education and student needs can explore the multiple ecological systems and their influence on student success • Studies of graduate students’ and their experiences can be conducted to evaluate the impact of ecological systems at different points in their graduate school career • University programs and support services can apply this theoretical framework to their planning and program evaluation processes to assess their ability to meet the needs of students in the various aspects of their life while in graduate school
REFERENCES Bronfenbrenner, U. (1992). Ecological systems theory. Jessica Kingsley Publishers. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. Handbook of child psychology. Labaree, D. F. (2003). The peculiar problems of preparing educational researchers. Educational researcher, 32(4), 13-22. Leech, N. L. (2012). Educating knowledgeable and skilled researchers in doctoral programs in schools of education: A new model. International Journal of Doctoral Studies, 7, 19-37.
