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.

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.

Roll of Thunder, Hear My Cry

2020 ◽  
pp. 78-111
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Creating Culturally Responsive Classrooms for Gifted African American Students

2000 ◽  
Vol 23 (4) ◽  
pp. 397-427 ◽  
Author(s):  
Donna Y. Ford ◽  
Tyrone C. Howard ◽  
J. John Harris ◽  
Cynthia A. Tyson
Keyword(s):  
African American ◽  
African American Students ◽  
Culturally Responsive ◽  
American Students
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