This article reports on the results of a qualitative study of Black faculty working in counseling and counseling psychology programs. This investigation involved the use of semistructured interviews to explore the racial microaggressions Black faculty members reportedly experienced in academia. Results of the analysis indicated that 7 primary microaggression themes were perceived by the participants, including alternating feelings of invisibility and hypervisibility, receiving inadequate mentoring, and difficulties determining whether discrimination was race or gender based.

The path to upward mobility or economic success for African American men is often filled with obstacles and roadblocks. Many first-generation African American men entering colleges and universities face limited resources and opportunities to aid in their career development and efforts to meet their career objectives. This article explores the career development needs of African American men attending colleges and universities. The article provides suggestions, techniques, and strategies that career counselors and student affairs personnel can use to assist these African American men in their career development. Implications for career counselors are also addressed.

The authors explored 11 African American doctoral students' perceptions of their experiences in counselor education programs, and their findings are presented. Using a phenomenological methodological framework, the authors investigated the various systems of support that students use as they navigate their respective programs. Human agency was the theoretical framework for this study, and 4 themes emerged from the data: assertiveness, more experienced African American students, race‐based organizations, and personal and professional care from advisors. Implications for students and counselor education programs are discussed.

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Using a qualitative framework, researchers explored urban African American male students’ perceptions of their school counselors and the ways to improve school counseling services. While participants reported positive feelings toward their school counselors, they identified specific services school counselors can offer them to optimize academic and personal/social performance. The authors discuss the findings’ implications on urban school counseling service delivery.

African Americans face numerous obstacles in achieving their fullest developmental and career potentials in the current political, social, and economic environment. These barriers have produced, for the most part, workers who have been wage earners as opposed to being self-employed, and blue-collar workers rather than managers or proprietors (Daniel, 2001). This paper proposes solutions that would ensure that African American students who exhibit exceptional talent receive the kind of education to which they are entitled, in preparation for the careers of their choice. In addition to exploring the conditions that led to this underrepresentation, methods to desegregate gifted education programs and redress educational inequalities are analyzed. Specifically, the implications for counselors and teachers, those best situated to bring about positive change, will be discussed. The phrase "life, liberty, and the pursuit of happiness" emphasizes the ideal known as the American Dream. To this end, Americans from all walks of life have fought for and died to pursue this plethora of social, political, and economic goals that would enhance their quality of life. Many Americans can claim a starting point to their success or to the beginning of their American Dream (e.g., Ellis Island), while others can make claim to being successful within a generation of being Journal for the Education of the Gifted 418 in America. However, for many African Americans, this American Dream is yet to be fulfilled. African Americans constitute the second largest visible racial/ ethnic minority group in the United States, numbering nearly 35 million and representing slightly more than 13% of the population (U.S. Census Bureau, 2005). They are also the most disadvantaged; according to the 2001 census, nearly 32% of African Americans live in poverty as compared to Hispanics, the largest visible racial/ethnic minority. African Americans are underrepresented at every level of higher education, and their unemployment rate has hovered at more than double that of their non-Hispanic, Caucasian counterparts for the last 20 years. Those who do manage to succeed educationally nevertheless earn less than non-Hispanic Caucasians with comparable education. These dramatic statistics, combined with the African American history as the victims of slavery and racial oppression, illustrate why Osipow and Fitzgerald (1996) argued that Blacks and Whites in America constitute two distinct nations. Many African American children are born into impoverished environments (Hodgkinson, 2002). Growing up in these unfortunate conditions has left them susceptible to higher rates of crime and malnourishment, poor vision, lack of medical care, and inadequate access to appropriate educational resources (Rothstein, 2004). Thus, it may be quite difficult to locate potentially gifted and talented students within low-achieving schools. The disadvantaged status of African Americans is further illustrated in the following comparative excerpt from a report by the Children's Defense Fund...

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Drawing on a larger study, this article is based on the findings of individual interviews and biographical questionnaires conducted with 10 African American males in special education. These students attended two low-performing, urban high schools located in the midwestern part of the United States. Using critical race theory as the theoretical framework, this article focuses on these students' perceptions of school counselors and their attitudes toward school counseling services. Implications, based on the findings, are given to school counselors.