Exploring how School Counselors Position Low-Income African American Girls as Mathematics and Science Learners

2010 ◽  
Vol 13 (3) ◽  
pp. 2156759X1001300
Author(s):  
Cirecie West-Olatunji ◽  
Lauren Shure ◽  
Rose Pringle ◽  
Thomasenia Adams ◽  
Dadria Lewis ◽  
...  
Keyword(s):  
Academic Achievement ◽  
African American ◽  
School Counselors ◽  
Low Income ◽  
Science Careers ◽  
African American Girls ◽  
Girls In Science ◽  
Mathematics And Science

The underrepresentation of low-income African American girls in science-related careers is of concern. Applying the concept of positionality, the authors explored how three school counselors at low-resourced schools view this population of learners to either support or discourage mathematics and science careers. The results of this study suggest that these school counselors evidence lowered expectations for their students. The authors suggest that school counselors need to become aware of how their perceptions and beliefs impact academic achievement.

Exploring How School Counselors Position Low-Income African American Girls as Mathematics and Science Learners

2010 ◽  
Vol 13 (3) ◽  
pp. 184-195 ◽  
Author(s):  
Cirecie West-Olatunji ◽  
Lauren Shure ◽  
Rose Pringle ◽  
Thomasenia Adams ◽  
Dadria Lewis ◽  
...  
Keyword(s):  
African American ◽  
School Counselors ◽  
Low Income ◽  
African American Girls ◽  
Mathematics And Science

K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Brandee Appling ◽  
Shanel Robinson
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Racial Identity ◽  
Critical Race Theory ◽  
Identity Development ◽  
School Counselors ◽  
African American Males ◽  
Racial Identity Development ◽  
Race Theory ◽  
K 12

This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

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.

Lived Experiences of Low-Income, African American Males in a High School STEAM Academy: Implications for School Counselors

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Edward C. Fletcher ◽  
James L. Moore
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
School Counselors ◽  
Low Income ◽  
African American Males ◽  
School Engagement ◽  
Role Models ◽  
Research Question ◽  
School Personnel

Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.

scholarly journals Patterns of violence exposure and sexual risk in low-income, urban African American girls.

2012 ◽  
Vol 2 (2) ◽  
pp. 194-207 ◽  
Author(s):  
Helen W. Wilson ◽  
Briana A. Woods ◽  
Erin Emerson ◽  
Geri R. Donenberg
Keyword(s):  
African American ◽  
Sexual Risk ◽  
Low Income ◽  
Violence Exposure ◽  
African American Girls
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