African American boys have been disproportionately represented in school discipline data. School counselors are encouraged to integrate cultural considerations while developing interventions for African American boys. A middle school counselor (the first author) utilized discipline data to create a culturally responsive group intervention designed to affect behavior and develop social/emotional skills. Through the analysis of perception and outcome data, findings indicated improvement in behavior and social/emotional skills among participants. We discuss implications for school counselors, school counselor education programs, and school districts.
The American School Counselor Association (ASCA) encourages school counselors to promote equity experiences for all students through leadership, advocacy, and collaboration. School counselors and school administrators (e.g., principals, assistant principals) are uniquely positioned to combine their social capital in an effort to create a positive school culture and empower students who have been historically oppressed. We acknowledge the existence of current leadership approaches applicable to the educational setting; however, the literature lacks action steps for these professionals to collaboratively utilize their leadership skills as they champion social justice. Therefore, we present a culturally affirming, shared leadership framework that may be applied within P–12 schools and school counselor and leadership educator preparation programs.
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.
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