Abstract
Abstract Advising programs for undecided/exploratory students risk reinvention of the wheel through lack of familiarity with existing literature. This lack can also leave the scholar and the practitioner unable to identify potential gaps within the research. Applying the methodological approach of qualitative historiography to literature from 1950 to 2022, our findings clarify the need for a nuanced and clear understanding of undecided/exploratory students. Observed throughout the literature is an awareness that exploration and decision-making skills are valuable to all students. Additionally, cultural context—examining the various models, programs, and interventions through a lens of equity and inclusion—and a more global perspective are critical for future research.
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