Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study

2018 ◽  
Vol 57 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Colette T. Dollarhide ◽  
Renae D. Mayes ◽  
Sabri Dogan ◽  
Yahyahan Aras ◽  
Kaden Edwards ◽  
...  
Keyword(s):  
Social Justice ◽  
African American ◽  
African American Male ◽  
Phenomenological Study ◽  
Counselor Educators

scholarly journals Resiliency and Goals: A Phenomenological Exploration of African American Male Attrition in High School

2021 ◽  
Author(s):  
Dwayne Gatson ◽  
Christine Enslin
Keyword(s):  
High School ◽  
African American ◽  
African American Males ◽  
African American Male ◽  
Phenomenological Study ◽  
Educational Expectations ◽  
Future Research ◽  
Structured Interviews ◽  
Social And Emotional ◽  
Opportunity Gaps

This article describes a phenomenological study that explored the lived experiences and perceptions of African American males with high school attrition. Sixteen event dropouts participated in individually taped semi-structured interviews, producing descriptive themes that were analyzed. Results from this study revealed eight major themes of (a) school climate matters, (b) social and emotional skills enhance development, (c) share responsibility of educational expectations, (d) support lacking, (e) engaging at-risk behavior, (f) apathetic view of education, (g) motivation is the education multiplier, and (h) respect is key to graduation. Findings and implications for stakeholders and future research are included that might prove helpful in closing the achievement and opportunity gaps within the African American male demographic.

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

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