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.

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.

Academic achievement and college persistence of African American students with trauma exposure.

2013 ◽  
Vol 60 (4) ◽  
pp. 582-592 ◽  
Author(s):  
Güler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
Academic Achievement ◽  
African American ◽  
African American Students ◽  
College Persistence ◽  
Trauma Exposure ◽  
American Students

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.

Predicting School Counselors’ Supports and Challenges When Implementing the ASCA National Model

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1877767 ◽  
Author(s):  
Heather J. Fye ◽  
Lynne Guillot Miller ◽  
J. Steve Rainey
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
National Sample ◽  
Predictor Variables ◽  
Principal Support ◽  
American School Counselor Association ◽  
Asca National Model ◽  
American School ◽  
National Model

This study examined a national sample of school counselors and their ability to implement the American School Counselor Association (ASCA) National Model. Percentage of time spent in noncounseling duties, perceived level of principal support, and principals’ knowledge of school counselors’ appropriate roles were statistically significant predictor variables for school counselors’ ability to implement the ASCA National Model. We discuss implications for the school counseling profession.

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.

African American Students, Racism, and Academic Injustice

2021 ◽  
pp. 666-689
Author(s):  
Patrice W. Glenn Jones ◽  
Warren C. Hope
Keyword(s):  
Academic Achievement ◽  
African American ◽  
African American Students ◽  
Instructional Strategy ◽  
Academic Improvement ◽  
Low Socioeconomic ◽  
American Students ◽  
Racial Injustice ◽  
Urban Student ◽  
The Impact

In effort to align academic achievement for all students, this chapter offers Fostering Urban Student Excellence (FUSE) as an instructional strategy to curtail not-learning and evoke academic improvement among African American students, particularly those from low socioeconomic backgrounds. In addition to introducing FUSE, this chapter outlines the achievement gap, along with the factors that impact it, and reveals the academic position imposed upon African American students by social injustices. The chapter also establishes the critical need for FUSE as a specific instructional strategy to combat the impact of racial injustice.

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.

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