Urban African American Males’ Perceptions of School Counseling Services

Abstract

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.

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“…In relation to RQ 2, the students clearly feel the need for counseling at school, as is confirmed by other studies (Owens et al, 2011;Sculli, 2011;Tian et al, 2014) and in this context, they give the teacher the opportunity to be the person who will provide it (Brouzos et al, 2015;Kaur & Malhotra, 2013) with more vocational high school/Lyceum (EPAL) students wanting it. In relation to RQ 3, students have difficulty in stating that their teachers understand their behavior and feelings, even though they claim that a sufficient number of teachers listen to them and the majority are interested in creating a friendly relationship with them.…”

“…In relation to RQ 5, the findings clearly show that students need teachers to maintain good communication with them and to positively influence the development of their personality in regards to self-esteem, self-sufficiency, self-confidence and self-respect, as well as exercise conflict management (Brouzos et al, 2015;Chireshe, 2011;Demirdag, 2014;Owens et al, 2011;Tian, 2014;Sculli, 2011). In relation to RQ 6, parents continue to play an important role in the help given to adolescents to deal with dilemmas and difficulties in their everyday life (Bireda & Pillay, 2018;Kaur et al, 2013;Qu, Fuligni, Galvan & Telzer, Toombs, Unruh & McGrath, 2018).…”

“…Students consider it a very important function of the school to create supportive relationships between teachers and students (Tian, Han & Huebner, 2014). They consider it important that teachers can help them in their schoolwork and acknowledge their efforts (Brouzos, Vassilopoulos, Korfiati, Baourda, 2015;Owens, Simmons, Bryant & Henfield, 2011).…”

A Phenomonenological Examination of Middle School African American Adolescent Mens' Experiences with Professional School Counselors

“…Research indicates that significant numbers of African American adolescent men are disengaged educationally and outperformed by their classmates (Noguera, 2003;Jenkins, 2006). Young African American men are, and have been for some time, disproportionately represented in special education classrooms for emotionally, educationally, and behaviorally disabled students while simultaneously being underrepresented in programs for academically talented and gifted students (Bailey & Paisley, 2004;Owens, Simmons, Bryant, & Henfield, 2011). Young African American men are also more likely to be subjected to lengthier and more draconian disciplinary action than their non-Black male counterparts for similar infractions (Ladson-Billings, 2011;Monroe & Obidah, 2004).…”

“…At the behest of various educational scholars, rather than focusing solely on African American men, attention is increasingly being paid to institutional factors which threaten African American young men's academic performance (Davis, 2003;Duncan, 2002;Jenkins, 2006;Maton, Hrabowski, & Greif, 1998;Reese, 2004;Sanders, 1997) as well as those human resources (e.g., school counselors, etc.) who can encourage their academic success (Bailey & Paisley, 2004;Davis & Jordan, 1994;Howard, 2008;Lee & Bailey, 1997;Owens, Simmons, Bryant, & Henfield, 2011;Whiting, 2006;Wyatt, 2009).…”