Promoting Cultural Responsiveness and Closing the Achievement Gap with Standards Blending

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Rita Schellenberg ◽  
Timothy Grothaus
Keyword(s):  
African American ◽  
Achievement Gap ◽  
School Counseling ◽  
African American Males ◽  
Group Intervention ◽  
Culturally Responsive ◽  
Self Esteem ◽  
Cultural Responsiveness ◽  
Closing The Achievement Gap ◽  
Content Areas

In this article, standards blending–-the integration of core academic and school counseling standards–-is demonstrated as a culturally responsive strategy to assist in closing the achievement gap for a group of third-grade African American males. The small-group intervention described resulted in knowledge gains in both the school counseling and academic curriculum content areas. All participants also reported experiencing increased self-esteem.

Urban African American Males’ Perceptions of School Counseling Services

2010 ◽  
Vol 46 (2) ◽  
pp. 165-177 ◽  
Author(s):  
Delila Owens ◽  
Robert W. Simmons ◽  
Rhonda M. Bryant ◽  
Malik Henfield
Keyword(s):  
African American ◽  
School Counseling ◽  
African American Males ◽  
Counseling Services ◽  
Perceptions Of School

scholarly journals “You Didn’t Cause Racism, and You Have to Solve it Anyways”: Antiracist Therapist Adaptations to Dialectical Behavior Therapy (DBT)

2021 ◽  
Author(s):  
Ashley Pierson ◽  
Vinushini Arunagiri ◽  
Debra Bond
Keyword(s):  
African American ◽  
Behavior Therapy ◽  
Dialectical Behavior Therapy ◽  
Culturally Responsive ◽  
Theoretical Models ◽  
Cultural Responsiveness ◽  
Evidence Based ◽  
Future Directions ◽  
Black African ◽  
Evidence Based Treatment

AbstractThere are currently no published studies that investigate or discuss the cultural responsiveness of Dialectical Behavior Therapy (DBT) to the needs of Black/African-American patients. In addition, no published scholarly works offer guidance to therapists on how to practice antiracism within the context of delivering evidence-based treatment. Methods for developing culturally responsive treatment are discussed within a dialectical framework. We propose that an antiracist adaptation to DBT is needed to correct for context minimization errors in the DBT model that create an invisibility of racism. Recommendations are made for an additional DBT Therapist Agreement that encourages labeling and targeting therapist treatment-interfering racist behavior. An additional Therapist Consultation Agreement is also proposed to guide therapist antiracist advocacy and functional validation for Black/African-American patients. The DBT technology is used in conjunction with other multicultural theoretical models to recommend strategies for developing White DBT therapists’ antiracist competencies. Future directions for qualitative research and applications to DBT supervision are discussed.

Culturally Responsive Mentoring Programs

2021 ◽  
pp. 139-148
Author(s):  
John E. Queener ◽  
Bridgie A. Ford
Keyword(s):  
Higher Education ◽  
African American ◽  
Graduation Rates ◽  
African American Males ◽  
Culturally Responsive ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Predominately White ◽  
White Institution ◽  
Retention And Graduation Rates

Postsecondary education and training are deemed essential in today's and future job markets. Thus, the lower entry rates into and lower graduation rates from higher education by African American males place them in a long-term crisis economically and socially. Mentoring is strongly recommended as a significant component of comprehensive strategies to improve the retention and graduation rates of African American males. Research reveals that successful retention programs go beyond a one model fits all and are based on the unique characteristics and needs of students. The authors of this chapter assert that mentoring programs designed to improve retention and graduation rates of African American males must be scholarly based and authentically address the cultural needs of those students; therefore, the mentoring program must include culturally relevant constructs. This chapter discusses the design, implementation, and results of the pilot phase of a research-based culturally responsive mentoring program based on optimal psychology for African American males enrolled at a midwestern Predominately White Institution of higher education.

Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement

2010 ◽  
Vol 83 (3) ◽  
pp. 248-270 ◽  
Author(s):  
Catherine Riegle-Crumb ◽  
Eric Grodsky
Keyword(s):  
High School ◽  
African American ◽  
Achievement Gap ◽  
Low Income ◽  
African American Youth ◽  
The United States ◽  
Hispanic Youth ◽  
Closing The Achievement Gap ◽  
High School Math ◽  
Low Income Families

Despite increases in the representation of African American and Hispanic youth in advanced math courses in high school over the past two decades, recent national reports indicate that substantial inequality in achievement remains. These inequalities can temper one’s optimism about the degree to which the United States has made real progress toward educational equity. Using data from the Education Longitudinal Study of 2002 (ELS), the authors find that the math achievement gap is most pronounced among those students who take the most demanding high school math classes, such as precalculus and calculus. The authors explore the roles of family socioeconomic status and school composition in explaining this pattern. Findings suggest that among those students reaching the advanced math high school stratum, Hispanic youth from low-income families and African American youth from segregated schools fare the worst in terms of closing the achievement gap with their white peers. The authors discuss potential explanations for the achievement differences observed and stress the need for more research that focuses explicitly on the factors that inhibit minority/majority parity at the top of the secondary curricular structure.

Sports and Mentoring

2020 ◽  
pp. 109-121
Author(s):  
Ursula Thomas
Keyword(s):  
African American ◽  
African American Males ◽  
Closing The Achievement Gap ◽  
Male Youth ◽  
School Based ◽  
Strategic Approach ◽  
Life Lessons ◽  
African American Male Youth ◽  
Negative Connotation

The involvement of young African American males in community and school-based athletics has been an ongoing conversation not only within the African American community but in the sports community at large. Often when we hear of African American males within athletics; be it collegiate or professional, it is often couched or enveloped in a negative connotation of some sort. But the primary impetus for this case study is to look at the importance of mentoring for African American male youth within community and school-based sports and how this is seen as a lifeline for community service and life lessons. This case study examines one leader's strategic approach to closing the achievement gap and providing mentoring with African American males through the sports-leadership nonprofit organization he manages.

Culturally Responsive Classrooms: Closing the Achievement Gap

2015 ◽  
Vol 15 (1) ◽  
pp. 1-10
Author(s):  
Tyrone Tanner ◽  
Douglas Hermond ◽  
Mathias R. Vairez Jr. ◽  
Leslie Larchin ◽  
Carol McCree
Keyword(s):  
Achievement Gap ◽  
Culturally Responsive ◽  
Closing The Achievement Gap
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