An official website of the United States government
Postsecondary attainment is often viewed as an accomplishment yielding financial, social, and economic gains. Moreover, education has been a passport to a better quality of life. However, certain populations are often hindered from achieving these aforementioned goals. In particular, Black males are viewed from a deficit perspective, especially when it comes to excelling and achieving in the sphere of education. The authors discuss the collaborative role of school psychologists and school counselors as change agents in the college and career readiness of Black males. Specifically, the authors present an innovative approach to using a culturally responsive multitiered system of support that infuses Critical Race Theory to address the negative postsecondary outcomes Black males encounter. School psychologists and school counselors are appropriately trained to implement this model; therefore, recommendations for policy, practice, and research are provided in this article.
more »
« less
“You Are Going to School”: Exploring the Precollege Experiences of First-Year Black Males in Higher Education
Black males are often underrepresented in postsecondary education settings and frequently encounter many barriers in getting to college. Our aim in this qualitative investigation was to understand the precollege and college experiences of Black males who successfully enrolled in a postsecondary institution. Through a focus group interview, seven Black males in a living and learning community shared their experiences prior to and during enrollment at a highly selective, predominantly White institution. We used the grounded theory approach ( Strauss & Corbin, 1998 ) to analyze the focus group data and pinpoint thematic explanations of precollegiate and collegiate experiences of Black males. Based on the thematic findings, we offer specific recommendations on how school counselors can help Black males prepare and eventually matriculate in higher education.
more »
« less
- PAR ID:
- 10353526
- Date Published:
- Journal Name:
- Professional School Counseling
- Volume:
- 25
- Issue:
- 1_part_4
- ISSN:
- 1096-2409
- Page Range / eLocation ID:
- 2156759X2110400
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Postsecondary readiness is critical to broadening opportunities for educational and career options beyond high school. However, Black males are often at a disadvantage to gaining access to postsecondary preparation and school counselors who can respond to their academic needs. Therefore, the purpose of this study was to explore the experiences and culturally responsive practices of school stakeholders (who are predominantly Black) from an academy of engineering (career academy). The authors used a case study approach to examine culturally responsive practices school personnel utilize to enhance the college and career readiness of Black males. Findings emphasize the role of culturally responsive practices (e.g., Black male role models from business and industry in the engineering field and school counselors), cultural matching, and the role of the advisory board in ensuring the success of Black male students. Recommendations for practice, policy, and research for Black males and school counselors are discussed.more » « less
-
Mullen, Patrick (Ed.)Postsecondary readiness is critical to broadening opportunities for educational and career options beyond high school. However, Black males are often at a disadvantage to gaining access to postsecondary preparation and school counselors who can respond to their academic needs. Therefore, the purpose of this study was to explore the experiences and culturally responsive practices of school stakeholders (who are predominantly Black) from an academy of engineering (career academy). The authors used a case study approach to examine culturally responsive practices school personnel utilize to enhance the college and career readiness of Black males. Findings emphasize the role of culturally responsive practices (e.g., Black male role models from business and industry in the engineering field and school counselors), cultural matching, and the role of the advisory board in ensuring the success of Black male students. Recommendations for practice, policy, and research for Black males and school counselors are discussed.more » « less
-
null (Ed.)Many students do not truly encounter engineering education during their school years despite numerous calls to increase focus on engineering-centric knowledge and skills in pre-college education. This study uses a Social Cognitive Career Theory framing to examine the nuanced experiences of pre-college students who learned the engineering design process through multiple, progressively complex project experiences in an introductory engineering course designed for all. Data was collected from 80 students within eight schools across the United States using multiple focus group sessions. Iterative thematic analysis revealed four themes that collectively depict how design experiences provide an anchor for engineering pathways. The study provides insights into the complex interplay of learning activities and wider educational contexts that influence students’ higher education and career choices. Understanding the anchors associated with students’ design experiences has the potential to impact future motivation and design of pre-college engineering experiences that can lead to improved student recruitment and retention in higher education.more » « less
-
Although Black college students are believed to be at greater risk for intimate partner violence (IPV), there is a gap in the available literature that explores this social problem in compar- ison to the experiences of their non-minority counterparts. This qualitative study explored Black college students’ conceptuali- zations of IPV, and the psychological, social, and cultural influ- ences of IPV perpetration and victimization. Students (N = 49; 40.8% males), aged 18–24 years, on two campuses, one Historically Black College/University (N = 31; 45.2% males) and one predominantly White institution (N = 18; 33.3% males) in the Southeastern part of the United States participated in 15 focus groups. Results indicate an agreement among students that the term “violence is violence” best describes their con- ceptualization of IPV. Four additional themes emerged as pro- minent influences of perpetration and victimization among students: power and dominance, social media, structural impact of oppression, and silence and minimization. The findings undergird the importance of taking a multi-faceted, culturally responsive approach to investigating IPV among Black college students. Implications support college campuses investing resources in ensuring that prevention and intervention pro- gramming normalizes inclusivity for diverse groups of students, and incorporates important social, cultural, and environmental realities of the students they serve.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1177/2156759X211040044
