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In this chapter, we explore group counseling interventions for Black males and explain the Achieving Success Everyday (ASE) group model for racial and mathematical development. We use critical race theory (CRT) as a framework to analyze school counseling (SC) and mathematics literature that focuses on Black male students to inform the reconceptualization of the ASE group model for school counselors. We examine the programs and interventions that have been published with Black male participants in school settings within the SC literature. We also examine programs and interventions that have been specially designed to improve Black males' mathematics skills. We specifically focus on gathering findings that provide successful outcomes for Black males in public schools. We examine literature that reflects the role school counselors (SCs) take when supporting Black male students' academic, social, emotional, college, and career identity development. We believe uncovering ideas to capture Black males' experiences in school settings could shed light on how to foster Black excellence. Gaining an understanding of programs and interventions for Black male students through a CRT lens could inform future research, policy, and practice in SC while combating ongoing racism that continues to persist.

In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males. Given the amount of attention placed on the academic underachievement of African American males, they explore popular academic themes, such as academic disidentification and the role of teachers and parents. The authors examine psychosocial themes related to racial and athletic identity, the phenomenon of cool pose and “acting Black,” and the development of alternative masculinities. They conclude the chapter with recommendations for education research, practice and policy.

The impact of academic and school-related factors on college readiness, aspirations, and access has been examined frequently within the literature (Barber & Torney-Purta, 2008; Polite, 1994; Taliaferro & DeCuir-Gunby, 2008; Uwah, McMahon, & Furlow, 2008; Wimberly, 2002; Yun & Kurlaender, 2004). Several factors related to school racial composition and perceived school support (Yun & Kurlaender, 2004), school relationships (Wimberly, 2002), gaps in exposure to college preparatory and advanced placement curriculums (Taliaferro & DeCuir-Gunby, 2008), teacher perceptions (Barber & Torney-Purta, 2008), and structural inequalities (Polite, 1994) have been identified as variables that significantly impact the opportunities for African-American children to be exposed to the types of interpersonal relationships and educational experiences necessary for preparing them to succeed in postsecondary education.

There has been a substantial increase in the number of successful African Americans. However, many students, especially African American males, continue to encounter numerous academic obstacles. This chapter focuses on the factors (e.g., social, academic, personal, and familial) that African American males often have to navigate throughout their PreK-12 schooling. Hindrances, such as poverty, lack of academic readiness, poor school experiences, teacher quality, and peer influences, often negatively impact the academic progress of these students and their access to higher level or gifted instruction. In this chapter, the authors discuss strategies that best counter these factors and support and supplement gifted black boys’ educational experiences. Additionally, educational practice and policy recommendations are provided.

In segregated elementary and high schools, African American male teachers played the role of mentor in the lives of African American male students which included serving as role model, authority figure, counselor, emotional and academic supporter, encourager, and community activist. The seven men interviewed for this study believed that African American male teachers can serve these same roles in today’s schools as they assist African American males and other students of color in navigating through the sometime difficult maze of what it takes to successfully complete high school and postsecondary degrees. Factors are also noted that may encourage or discourage African American males’ entry into the teaching profession.

A vast amount of educational literature has repeatedly documented the overrepresentation of African American male students in exclusionary school punishment. However, amid the wealth of data and statistics on the topic, a viable theoretical explanation, that helps to make sense of the disproportionately high number of suspensions for Black males, remains relatively absent. Drawing upon the Method of Theory Triangulation, this chapter uses three conceptual frames to develop a plausible, causal narrative for deconstructing how pose, perception, and threat converge create a perfect storm of conditions that perpetuate discriminatory discipline practices. Based on the theoretical considerations implicit in this account, practical recommendations are offered to educational stakeholders who might be interested in improving school discipline practices and reducing the number of Black males disproportionately targeted for disciplinary action.

There is considerable public and private attention directed toward the current social, political and economic status of African American males in the United States. As a group, African American males place last on most positive indicators and first on most negative indicators. These facts, at first glance, might be alarming on their own, though first and last are expected parameters in descriptive statistics. What is highly alarming is the size of the gap between African American males and other groups on various indicators, and the consistency in which African American males are in a negative position and the painfully slow progress that we as a nation are making toward correcting the situation, and “correcting” is used loosely. The status of African American males is considered from an education economics point of view and a strategy for reversing disturbing trends for this group is presented. Significantly, science, technology, engineering, and mathematics (STEM) disciplines are long-standing contributors to the economic development of the nation. Although some African American males are educationally and professionally successful in STEM careers, African American males' proportions pale in comparison with other groups. Effective mentoring strategies are offered as a means for increasing the success rate in these rigorous fields and ultimately reversing the current trends regarding the condition of African American males in the United States.

The need to maintain global competitiveness makes it clear that the United States must increase the participation in STEM fields by African Americans males. Historically, national security and economic status in a global economy has relied primarily on technological superiority; however, U.S. dominance in this regard is eroding. Data from the National Science Board (NSB) show that in the United States, from 1950 to 2000, the number of people in the science and technology workforce has dramatically increased approximately 200,000 to 5.5 million or more (Galama & Hosek, 2008). During that period, the average annual growth rate for S&E occupations was consistently higher than that for all U.S. workers. Further, employment needs for all S&E fields grew faster than U.S. degree production over the same period. As reported by the NSB, while the number of workers in S&E occupations in the United States grew at an average rate of 4.2% from 1980 to 2000, the S&E degree production in the United States grew only at a rate of 1.5%. To offset the shortage of supply versus demand, the S&E marketplace responded to that difference between degree production and occupation growth by employing individuals in S&E jobs who did not have S&E degrees. Additionally, some of that void was filled by employing foreign S&E workers.

Purpose: Drawing on research in crime and media studies, this research examines media images and stereotypes of criminals within the popular television crime drama series Bones. Methodology/approach: All 24 episodes of Season 9 were examined. Through a content analysis offender gender, race, age, offense type, and motive were examined. Findings: This research revealed that most of the images do not reflect the reality of crime and criminals. Gendered and racialized images were revealed. While male minorities’ victimization was more accurately portrayed, White females were cast in the stereotype as the emotional offender and minority females’ criminality was portrayed as similar to male criminals.

School counselors are committed to serving students' social-emotional, postsecondary, and academic needs while they navigate primary and secondary school (American School Counselor Association, 2019). Much has been said about the ways in which school counselors can impact postsecondary outcomes and social emotional health. It is important that we also address the ways school counselors can impact positive academic outcomes as it is intertwined in postsecondary options and success. For Black males, academic success has traditionally been met with systemic barriers (i.e., school-to-prison pipeline, lower graduation rates, lower incomes, higher unemployment rates, and lower college going rates (National Center for Edcuation Statisitics, 2019a, 2019b, 2020a, 2020b) and low expectations. School counselors are charged to be leaders and change agents for social justice and equity in our schools by the American School Counselor Association (ASCA, 2019) and can impact systemic change. This chapter will explore ways in which school counselors can impact positive academic outcomes for Black males. School counselors as change agents and advocates are positioned to make a real impact for Black male academic success. The authors will also provide some recommendations and best practices for elementary, middle, and high school counselors as they work with students, teachers, and families from an anti-deficit model as outlined by Harper (2012).