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The authors discuss effective rite of passage (ROP) programs as strength-based, culturally relevant interventions for African American male adolescents. They also highlight the ethnocultural strengths of this population from a resilience perspective and articulate academic and dispositional outcomes of ROP programs. Recommendations for practice and futureresearch are included.

The underrepresentation of low-income African American girls in science-related careers is of concern. Applying the concept of positionality, the authors explored how three school counselors at low-resourced schools view this population of learners to either support or discourage mathematics and science careers. The results of this study suggest that these school counselors evidence lowered expectations for their students. The authors suggest that school counselors need to become aware of how their perceptions and beliefs impact academic achievement.

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