Search

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.

In a recent op-ed, we described the present challenges Black youth are facing regarding mental health. Sadly, these statistics continue to be alarming as rates remain high in comparison to [...]

This qualitative study explores the perspectives and experiences of Black male student-athletes with particular focus on their interactions with school counselors. It draws on nine participants selected through purposive and snowball sampling techniques. The Black male participants were current or former student-athletes at the high school and Division I levels. We developed and analyzed the semistructured interview questions through the lens of critical race theory. Using deductive data analysis techniques, we identified key factors that appear to shape interactions between Black male student-athletes and school counselors, including the perception of the school counselor role, a village of support, and prior experiences with school counselors. The results of this study have implications for school counselor practice, policy, and research.

High school graduation and successful entry into post-secondary education or the workforce has been a priority for educational policymakers, career development scholars, and educators for decades. Consensual qualitative research methods were used to analyze 11 education professionals working in high schools with high free and reduced lunch rates and were graduating students at a rate above the national average. Analysis of the data identified three domains: (a) School Climate (b) Community Impact and Involvement and, (c) Societal, Systemic, and Logistical Factors as being supportive of college and career readiness. Within domains were seven categories further describing specific factors perceived to be related to student post-secondary success. Limitations, future research directions, and implications for career development theory, practice, and practice will be discussed. [ABSTRACT FROM AUTHOR]

Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings.

Purpose: Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admission and attendance and influential programs and supports. Recommendations for school counselors helping black males are included. Design/methodology/approach: The authors used a narrative approach to illustrate the stories and experiences captured by the three young men who participated in the study. Hays and Singh (2012) suggested using a narrative approach for telling the stories of marginalized groups. IPA (Smith, 1996) was the approach used to identify superordinate themes, because the authors wanted to better understand the participants' K-16 experiences. As a qualitative approach, IPA provides detailed examinations of personal lived experiences on its own terms rather than pre-existing theoretical preconceptions. Findings: The participants' accounts clustered around three superordinate themes: perceived benefits to college, barriers to college admission and attendance and influential programs and supports. Originality/value: Although there are studies that provide insight on the factors that impact first-generation, black men's success in attending college, there are few studies that have used a strengths-based perspective to investigate key experiences that lead to college enrollment. Those experiences that lead first-generation black male to attend college are pivotal and provide insight into important points of intervention and support. School counselors and other educators can use these insights to inform practices and the creation of supports for black men in their respective schools.

Black male student athletes are at risk for over-identification with their athletic role to the detriment of their other identities. This paper describes a study that explored the meaning ascribed by high school Black male student athletes to an 8-week group counseling experience. Semi-structured interviews were conducted with participants after the group experience and two major themes emerged: sense of self and connection with others/brotherhood. Implications for school counselors are discussed.

This qualitative study examined the perceptions, attitudes, and experiences of eight twice-exceptional African American gifted students who attended the same K-12 urban school district in the Midwest. Four major themes emerged--academic supports, personal and social challenges, career worries, and experience with school counselors. Findings revealed that students' special education status negatively impacted their relationship with peers, educators, and school counselors. Further, students struggled in developing a positive sense of self. Recommendations for school counselors are included.

Purpose: The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach: This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings: With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students' college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value: Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social-emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

Black males continue to be underrepresented in the fields of Science, Technology, Engineering, and Mathematics. Some of the barriers to representation are due to lack of exposure, academic expectations, lack of belief in one's ability, and opportunity gaps. The purpose of this article is to discuss how homeplace (Black joy, authenticity, and freedom dreaming) can be cultivated by educators and practitioners in both K-12 and higher education. We also make recommendations for policy, practice, and research. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the direct, indirect, and total effects of high school sports participation on educational attainment for Black males using the Educational Longitudinal Study (2002/2006), a large, nationally representative, database. A path analysis procedure for determining underlying causal relationships between variables is presented. Although the implications of the results of this study are relevant for all who work with this population, school counselors are specifically highlighted.

The goal of this study was to provide a qualitative look at the factors associated with the academic engagement and success of Black male student-athletes in high school. The research team employed a thematic analysis to examine semi-structured interviews conducted with two successful Black male student-athletes, along with their principal, teachers, parents, and coaches. The results suggest that a consistent, collaborative approach laden with cultural competence is necessary to facilitate such outcomes. The study is viewed through the lens of Bronfenbrenner's ecological systems theory, and implications for the results are discussed for several education stakeholders. Suggestions for future research and practice are provided.

We have investigated the effects of inhibitors of cellular protein synthesis (emetine, cycloheximide) and secretion (colchicine, cytochalasin B) on the capacity of primary or secondary lectin-activated human lymphocytes to release LT molecules or to cause lectin-induced destruction (LICC) of murine L-929 cells in vitro. Our findings reveal: (a) agents which inhibit protein synthesis or secretion block the release of LT activity into the supernatant and LICC when primary lectin-stimulated human adenoid lymphocytes are employed as effector cells; (b) these same agents are ineffective at blocking LT release or LICC when 3- or 5-day lectin-prestimulated lymphocytes are employed; and (c) anti-human α-LT serum blocks LICC of L-929 cells mediated by primary or secondary lectin-activated human lymphocytes. The difference in participation of effector cellular processes in LICC between primary and secondary lectin-stimulated cells correlates with the findings that preactivated lymphoid cells possess high levels of preformed intracellular, as well as membrane associated, LT molecules, and that release of these materials into the supernatant or delivery to the target cell can occur independently of active protein biosynthesis or classical secretory systems. © 1979.

Surface-associated lymphotoxin (LT) molecules have been identified on mitogen-activated human lymphocytes employing heterologous anti-α-LT serum in vitro. These membrane-associated LT molecules are present on PHA- or Con A-activated lymphocytes but do not appear to be expressed on unstimulated cells. Furthermore, these molecules were detected primarily on activated T lymphocytes, with little detectable on activated B- or null-cell populations. The removal of surface LT-bearing lymphocytes, using anti-α-LT serum + C′, does not dramatically affect the capacity of the remaining cells to release LT after mitogen restimulation. In addition, the presence of toxic molecules on the surface of activated lymphocytes suggests that these materials may be expressed in an inactive, noncytotoxic form. © 1977.

Ankle sprains are common occurrences in athletic and general populations. High volumes of ankle sprains elevate the clinical burden on athletic trainers (ATs). The National Athletic Trainers' Association (NATA) published a position statement regarding the treatment and management of ankle sprains, but certain factors might affect an AT's ability to effectively implement the recommendations. To evaluate ATs' current understanding, perceptions, and difficulties regarding the treatment, management, and long-term effects of ankle sprains. Cross-sectional study. Online survey instrument. A total of 796 ATs (years certified = 12.1 ± 9.2) across all athletic training job settings. Participants completed a 38-question survey that addressed their demographic characteristics, as well as their perceptions and knowledge of the epidemiology, treatment, and management of ankle sprains. The survey was also used to document participants' patient education practices and attitudes toward the NATA position statement regarding ankle sprains, along with the challenges of and pressures against implementation. Descriptive statistics, correlations, and analyses of variance were used to analyze the data and evaluate group differences and relationships. Of the participants, 83% demonstrated a moderate understanding of fundamental ankle sprain epidemiology. Group differences regarding patient education were seen by education levels, years certified, and job setting. Overall, 38.1% of ATs were either unsure or unaware of the NATA position statement, but those who were aware rated its usefulness at 3.89 on a scale of 1 to 5, with 1 being not useful at all; 3, neutral; and 5, very useful. On average, 1.9 ± 0.88 challenges to implementing effective treatment practices were documented, and 2.0 ± 0.95 pressures to return athletes to play after ankle sprain were reported. Nearly 40% of the ATs were either unaware or unsure of the current recommendations regarding how patients with ankle sprains are treated, which could affect how care is delivered. [ABSTRACT FROM AUTHOR]

Black male student athletes are at risk for over-identification with their athletic role to the detriment of their other identities. This paper describes a study that explored the meaning ascribed by high school Black male student athletes to an 8-week group counseling experience. Semi-structured interviews were conducted with participants after the group experience and two major themes emerged: sense of self and connection with others/brotherhood. Implications for school counselors are discussed. [ABSTRACT FROM AUTHOR]

Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings. [ABSTRACT FROM AUTHOR]

The article reports that the discussion highlights the decades-old concern that the college sports landscape exploits student athletes, and in particular Black male student athletes. Topics include examines that scholars argue that Black males are only deceived by such endeavors and ultimately lock themselves into their low-status positions in society by pursuing sports rather than academia.

The purpose of this study is to explore the direct, indirect, and total effects of high school sports participation on educational attainment for Black males using the Educational Longitudinal Study (2002/2006), a large, nationally representative, database. A path analysis procedure for determining underlying causal relationships between variables is presented. Although the implications of the results of this study are relevant for all who work with this population, school counselors are specifically highlighted. [ABSTRACT FROM AUTHOR]

This qualitative study examined the perceptions, attitudes, and experiences of eight twice-exceptional African American gifted students who attended the same K-12 urban school district in the Midwest. Four major themes emerged-academic supports, personal and social challenges, career worries, and experience with school counselors. Findings revealed that students' special education status negatively impacted their relationship with peers, educators, and school counselors. Further, students struggled in developing a positive sense of self. Recommendations for school counselors are included. [ABSTRACT FROM AUTHOR]