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.

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.

WOKE

2021 ◽  
pp. 19-40
Author(s):  
Mariama Cook Sandifer ◽  
Eva M. Gibson ◽  
Sarah N. Brant-Rajahn
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
School Counselors ◽  
African American Students ◽  
Culturally Responsive ◽  
Underrepresented Students ◽  
Social Justice Advocacy ◽  
American Students ◽  
Current Impact ◽  
Contemporary Context

Social justice advocacy is a term commonly utilized to describe action steps initiated to remove obstacles to success for underrepresented students. This chapter challenges school counselors and educators to adopt a “Woke” perspective (which integrates action and awareness) on behalf of African American students. Furthermore, these professionals should be equipped with culturally responsive tools to support African American students and engage in systemic advocacy on their behalf. Drawing from Critical Race Theory, this chapter will examine the historical and contemporary context of discriminatory practices, as well as the current impact on African American students. This chapter will also address specific strategies to inform professional practice and advocacy work, as well as implications for training programs.

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.

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.

Supporting Latino and African-American Students in Advanced Placement Courses: A School Counseling Program's Approach

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300 ◽  
Author(s):  
Jonathan H. Ohrt ◽  
Glenn W. Lambie ◽  
Kara P. Ieva
Keyword(s):  
African American ◽  
Advanced Placement ◽  
School Counseling ◽  
School Counselors ◽  
African American Students ◽  
Professional School ◽  
American Students ◽  
Advanced Placement Courses ◽  
Professional School Counselors

Traditionally, Latino and African-American students have been underrepresented in Advanced Placement courses. However, professional school counselors work to remove barriers to all students’ success. This article (a) identifies challenges that Latino and African-American students encounter in accessing Advanced Placement courses, (b) reviews the role of professional school counselors in serving traditionally disenfranchised student populations, and (c) intro-duces a school counseling program's approach to supporting these students and their families.

Culturally Competent Collaboration: School Counselor Collaboration with African American Families and Communities

2010 ◽  
Vol 14 (1) ◽  
pp. 2156759X1001400
Author(s):  
Cheryl Moore-Thomas ◽  
Norma L. Day-Vines
Keyword(s):  
African American ◽  
School Counselors ◽  
African American Students ◽  
School Counselor ◽  
Community Partnerships ◽  
African American Families ◽  
The Political ◽  
Culturally Competent ◽  
Effective Work ◽  
American Students

Emerging literature on school-family-community partnerships suggests positive educational and social outcomes for students (Koonce & Harper, 2005; Mitchell & Bryan, 2007). This article discusses the historical and contemporary factors and barriers that affect African American students and their families as they partner with schools and communities. The article explores cultural competence as it relates to effective collaboration and interactions as well as an understanding of the political structures and sociocultural realities of African American students, families, and their communities. Specific models, strategies, and recommendations for school counselors’ and counselor educators’ effective work with African American students and families within school-family-community collaborations are discussed.

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