The School Counselor's Role in Addressing the Advanced Placement Equity and Excellence Gap for African American Students

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Pamela Davis ◽  
Michael P. Davis ◽  
Jerry A. Mobley
Keyword(s):  
African American ◽  
Academic Success ◽  
Advanced Placement ◽  
Peer Relationships ◽  
African American Students ◽  
School Counselor ◽  
Individual Counseling ◽  
National Examination ◽  
American Students ◽  
Excellence Gap

This study describes the collaboration among a school counselor, a school counselor intern, an Advanced Placement Psychology teacher, and a counselor educator to improve African American access to Advanced Placement (AP) coursework and increase success on the AP Psychology national examination. The team initiated a process that recruited African American students into AP Psychology and supported them through group and individual counseling to create an achievement-minded cohort that emphasized peer relationships and academic success.

What Do African American Ninth Graders Discuss During Individual School Counseling Sessions? A National Study

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877880 ◽  
Author(s):  
Qi Shi ◽  
Ramon Goings
Keyword(s):  
African American ◽  
School Counselors ◽  
African American Students ◽  
Ninth Graders ◽  
Male Students ◽  
National Study ◽  
Individual Counseling ◽  
Science Courses ◽  
American Students ◽  
Individual School

To investigate the topics that African American ninth graders discuss during individual counseling sessions, we used the High School Longitudinal Study of 2009. Results showed that ninth-grade African American students most frequently talked with school counselors about going to college, math courses, and other courses. African American male students were more likely than female students to talk to school counselors about science courses. Socioeconomic status and school belonging had significant impact on the topics African American students raised in individual counseling sessions. We provide discussion and implications for school counselors.

Addressing the Sociocultural Determinants of African American Students’ Academic Achievement: The Four Themes of the American School Counselor Association’s National Model and the Role of School Counselors

2016 ◽  
Vol 54 (8) ◽  
pp. 1149-1175 ◽  
Author(s):  
Jonathan P. Rust
Keyword(s):  
Academic Achievement ◽  
African American ◽  
School Counselors ◽  
African American Students ◽  
School Counselor ◽  
Sociocultural Factors ◽  
Systematic Change ◽  
American School ◽  
American Students ◽  
National Model

Social justice, ensuring that all students receive access to equitable educational resources and opportunities to succeed academically, is a guiding principle for school counselors. With this ideal in mind, specific sociocultural factors that affect the academic achievement of African American students in urban school settings are considered. Subsequently, the four themes of the American School Counselor Association’s National Model—leadership, advocacy, collaboration, and systematic change—are used to provide school counselors in urban schools with guidelines to address the academic achievement of African American students related to these sociocultural factors.

scholarly journals Teachers' beliefs about ability to engage African-American students and identify for advanced placement through the lens of the Ohio State Teacher Efficacy Survey and the Rand Measure

2017 ◽  
Author(s):  
◽  
Eric C. Sr. Greely
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Teacher Efficacy ◽  
Advanced Placement ◽  
African American Students ◽  
School Students ◽  
American Students ◽  
American Children ◽  
Advanced Placement Classes

A fundamental right of American children is to have equal opportunities to obtain a quality education regardless of race, class, or economic status. College graduates are less likely to live in poverty and more likely to have greater earning potential. High school students enrolling in rigorous coursework, like Advanced Placement classes, are better prepared for college. Using the instruments of the Ohio Teacher Efficacy Survey and the Rand Measure, this study found that having a rigorous curriculum and avoiding deficit thinking matters in recommending African-American students' to Advanced Placement classes. Race and ethnicity should not be used as a limitation. Educators must recognize the diversity that each student contributes to the classroom. Additionally, this research revealed that what high school teachers believe about their students' capabilities does influence the success of the students. Teachers who teach Advanced Placement courses have to believe all students can learn, regardless of condition, status, race or economic opportunities.

Parental Involvement in Education

2019 ◽  
pp. 116-140
Author(s):  
Olivia Patrice-Chante' Miller ◽  
Regina L. Banks-Hall
Keyword(s):  
African American ◽  
Academic Success ◽  
Parental Involvement ◽  
Parenting Styles ◽  
Low Income ◽  
African American Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
American Students ◽  
Crime Family

This chapter examines the key factors of parental involvement in relation to African-American students' academic success. Researchers identified that school failure is common among low-income African-American youth in the United States. This achievement gap requires a review of areas, such as poverty and crime, family environments, parenting styles, and academic race stereotypes, that could possibly affect African-American's academic achievement. Data from the Bureau of Justice Statistics National Crime Victimization Survey revealed that opportunities exist in reducing poverty and crime in African-American communities. Additionally, factors such as school-district locations may impact African Americans' perception of education. Most low-income schools lack educational resources to support students with increased learning needs which leads to greater disparities in developmental outcomes. Using social-cognitive theory as a framework, the authors found that increased parental involvement may improve African-American students' self-efficacy for increased academic motivation.

A Potential Avenue for Academic Success: Hope Predicts an Achievement-Oriented Psychosocial Profile in African American Adolescents

2018 ◽  
Vol 44 (6) ◽  
pp. 532-561 ◽  
Author(s):  
Dante D. Dixson ◽  
David Stevens
Keyword(s):  
African American ◽  
Academic Success ◽  
African American Students ◽  
Academic Motivation ◽  
Self Regulation ◽  
African American Adolescents ◽  
Self Concept ◽  
Psychosocial Variables ◽  
Psychosocial Profile ◽  
American Students

In a sample of 117 African American students, we examined how well hope predicts five psychosocial variables—school belonging, academic self-concept, goal valuation, attitude toward teachers, and academic motivation/self-regulation—that altogether make up an achievement-oriented psychosocial profile. Results indicated that, after controlling for demographics and previous achievement, the subscales of hope accounted for a meaningful portion of all five psychosocial variables, ranging from 17.2% to 29.9%. The agency subscale of hope was a significant predictor of all five psychosocial variables, while pathways was only a significant predictor of goal valuation and academic self-concept. Given that several quick and effective universal hope interventions have been developed, these results suggest that hope may be a promising avenue to improve the achievement-related outcomes of African American students as well as aid in mitigating the achievement gap.

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