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Book part
Publication date: 16 July 2014

Erik M. Hines, Paul C. Harris and Dwayne Ham

In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s

Abstract

In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s (1979) Ecological Systems Theory to explain how environmental influences impact African American males’ college trajectory, both positively and negatively. Moreover, they use Ecological Systems Theory to discuss how multiple stakeholders (e.g., school counselors and parents) and various structured activities that align with the Eight Components of College and Career Readiness (NOSCA, 2010) may promote college preparation among Black male middle school students. The authors also present two case vignettes as examples of how school counselors may assist African American males for postsecondary options. In closing, the chapter concludes with implications for educational policy, research, and practice.

Details

African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice
Type: Book
ISBN: 978-1-78350-783-2

Article
Publication date: 8 August 2019

Erik M. Hines, Desiree D. Vega, Renae Mayes, Paul C. Harris and Michelle Mack

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…

Abstract

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.

Details

Journal for Multicultural Education, vol. 13 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 4 September 2017

Joel R. Malin and Donald Hackmann

The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed…

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Abstract

Purpose

The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation.

Design/methodology/approach

This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways.

Findings

The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms.

Originality/value

This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.

Details

Journal of Educational Administration, vol. 55 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 4 December 2017

Holly Hungerford-Kresser and Amy Vetter

The purpose of this paper was to highlight ways two novice secondary English teachers negotiated the politics of college and career readiness along with the literacy needs of…

Abstract

Purpose

The purpose of this paper was to highlight ways two novice secondary English teachers negotiated the politics of college and career readiness along with the literacy needs of students, in the age of accountability.

Design/methodology/approach

This three-year longitudinal qualitative case study focused on two participants in English teacher preparation and their first two years in the classroom.

Findings

The findings focus on participants’ definitions of college and career readiness as it pertains to their English Language Arts classrooms. Next, the focus is on two themes: tensions these novice teachers experienced as they attempted to build classrooms focused on postsecondary readiness, and the ways in which they worked to bridge the gap between their definitions of college and career readiness and the realities of their classrooms.

Research limitations/implications

Connections among high stakes testing environments, postsecondary readiness and literacy teacher education are important to the field. Studying the experiences of novice teachers can fill a present gap at the intersection of these concepts.

Practical implications

Curriculum in teacher education should introduce standards, as well as provide a platform for negotiating and critiquing them. Three focus areas to help pre-service teachers mitigate tensions between minimum skills assessments, college readiness and literacy are personal experience, collaboration and reflective partnerships.

Originality/value

There has been little to no research done on the tensions between preparing all students to be college and career ready and the minimum skills based priorities that govern many school systems and its impact on novice teachers. This classroom reality is important to literacy teacher education.

Details

English Teaching: Practice & Critique, vol. 16 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Book part
Publication date: 2 June 2022

Renae D. Mayes and Desireé Vega

School counselors and school psychologists are charged with supporting the holistic development of students with disabilities. They often collaborate with educational enterprise…

Abstract

School counselors and school psychologists are charged with supporting the holistic development of students with disabilities. They often collaborate with educational enterprise to improve educational outcomes and implementation of special education services to support student success and postsecondary transitions. However, historically underserved students, particularly Black girls with disabilities, have unique challenges that impact their overall success and preparedness for postsecondary educational opportunities. As such, the purpose of this chapter is to examine these challenges and provide strategies for school counselors and school psychologists to promote college and career readiness among Black girls with disabilities.

Details

African American Young Girls and Women in PreK12 Schools and Beyond
Type: Book
ISBN: 978-1-78769-532-0

Keywords

Book part
Publication date: 3 June 2015

Paul C. Harris

While sports have historically provided a space for Black males to experience a high sense of self-efficacy, the question about whether or not it transfers to educational…

Abstract

While sports have historically provided a space for Black males to experience a high sense of self-efficacy, the question about whether or not it transfers to educational endeavors persists. A challenge for practitioners is to ensure that Black males also thrive educationally as well as in their athletic pursuits. The author presents a brief history of Black males’ participation in sport, along with the historical implications of such participation. The utility of empowerment theory is explored within the context of promoting the college and career readiness of Black male student-athletes in high school. High school counselors’ use of empowerment theory is specifically highlighted. Specific indicators of college and career readiness are discussed, and the author posits the use of empowerment theory in counseling and advising can facilitate positive change in this process, assuring that sports remains the positive mobilizing mechanism that it can be for all student-athletes.

Details

Black Males and Intercollegiate Athletics: An Exploration of Problems and Solutions
Type: Book
ISBN: 978-1-78441-394-1

Keywords

Article
Publication date: 16 April 2020

Erik M. Hines, Paul C. Harris, Renae D. Mayes and James L. Moore III

Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was…

Abstract

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.

Details

Journal for Multicultural Education, vol. 14 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 1 December 2014

Kalinda R. Jones, Leah A. van Belle, Gary V. Johnson and Robert W. Simmons

President Obama’s policies, while broad in scope, offer some specific attention to college and career readiness (CCR) and are necessary for urban youth to realize their career…

Abstract

Purpose

President Obama’s policies, while broad in scope, offer some specific attention to college and career readiness (CCR) and are necessary for urban youth to realize their career potentials. However, by primarily defining CCR in terms of academic achievement, many of the previously mentioned policies ignore the varied college access skills needed to ensure successful preparation for, enrollment in, and graduation from postsecondary institutions.

Design/methodology/approach

This chapter explores the current definition of CCR represented in the Obama administration’s policies, while also expanding the definition to include missing policy pieces related to college access.

Findings

The underutilization of school counselors and classroom teachers as college access facilitators who can expand CCR for urban schools is addressed. The paper discusses recent Obama administration initiatives and recommendations for urban schools and higher education institutions.

Originality/value

The administration initiatives and recommendations recently put in place by the Obama administration for urban schools and higher education institutions, if integrated within urban schools, may facilitate the realization of one of President Obama’s educational reform goals of ensuring that every student graduates from high school well prepared for college and a career.

Book part
Publication date: 13 December 2023

Paul C. Harris, Janice Byrd, Hyunhee Kim, Miray D. Seward, Araya Baker, Alagammai Meyyappan, Deepika Nantha Kumar and Tia Nickens

The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity…

Abstract

The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity development and overall college and career readiness. The authors contend that if structured and delivered well with the appropriate supports, athletics can be more of a mobilizing mechanism for Black males versus an exploitive one. Specifically, athletic identity does not have to be exclusive, but rather one aspect of the student-athletes' multidimensional sense of self. To this end, the authors outline specific research, practice, and policy recommendations that address the unique challenges of Black male student-athletes in K-16.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Book part
Publication date: 13 December 2023

Edward C. Fletcher, Erik M. Hines, Donna Y. Ford and James L. Moore

The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We…

Abstract

The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We followed a qualitative case study design to explore the experiences of 16 Black male academies of engineering students. We identified three recurring themes from the interviews with the Black male academy of engineering students: Promoting Interests in STEM, Drawing Connections to Core Academic Concepts, and An Affinity for Hands-on Learning through the Engineering Curriculum. The results of our study helped us to better understand how academies provide a platform for Black male students' interest in engineering as a viable college and career pathway.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

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