This qualitative study was conducted with a sample of five (5) middle school African American adolescent men from two different schools in the same school district to explore their perceptions of and experiences with their professional school counselors. Phenomenological qualitative methodology was used to complete this study. To gather research data, two semi-structured interviews with open ended questioning were conducted. Phenomenological data analysis was performed, which included the creation of meaning units, preliminary and then more detailed themes; ultimately five themes emanated from the data. These five themes include An Understanding of the Role of the School Counselor; Effective and Ineffective Performance of the School Counseling Roles; Factors Contributing to a Positive School Counselor/Student Dynamic; Personal and Social Factors Encouraging or Deterring Interactions with the School Counselor; and The Students' Tentative Occupational Interests. The themes suggest that participants have beliefs about the purpose of school counseling which align with national and state guidelines for the school counseling profession. In addition, themes reveal that the relationship between school counselor and student is extremely important and that this relationship is cultivated and nurtured in a number of ways. Data also indicated that depending on how well school counselors perform these duties and connect effectively with students, participants are able distinguish between effective and ineffective performance of the school counselor role. As important as these variables are, data also indicated there are personal and social variables which can encourage or deter participants' contact with their school counseling. The last theme details the participants' occupational interests. Implications for professional school counselors in these two schools and the school counselor education profession more generally are also provided. In conclusion, limitations and suggestions for future research are explored.

The shootings and killings across the country of unarmed African American males by police officers, has become a topic of discussion. Previous research indicates that African American males, in comparison to other groups, are more likely to have adverse encounters with law enforcement officials. The purpose of this phenomenological study was to explore the experiences and perceptions of African American males in Prince Georges' County regarding encounters with the Prince Georges' County Police Department and how the relationship can improve. Max Weber's social action theory was used to examine perception and purposive sampling aided in gathering this information from a group of 10 African American male participants. Interviews were transcribed and then coded and analyzed using a modified Van Kaam procedure. Findings suggest most participants believe Prince Georges County police are doing a good job. The participants also noted specific strategies, including better utilization of seminars, meetings, and other collaborative efforts may improve police-community interactions and relations. The implications for positive social change include recommendations to law enforcement executives in the Prince Georges' County Police Department to utilize the insight gained through this study to better understand how they are perceived by the African American males in the county and strengthen outreach and collaboration efforts. Following these recommendations may improve the nature of police-community relations thereby advancing public safety within the county and with the African American community in particular.

With over 2.3 million individuals in a states, federal prison and/or local jail, the United States has the largest prison population in the world. Ninety-five percent of all offenders incarcerated will return to society at some point in their lives; nevertheless, at least two-third recidivate within three years of their parole/post-release and return to prison. The high volume of offenders contributing to the crime rates, enormous prison growth and the budget needed for correctional operation, has led scholars, policymakers, and correctional officials, in addition to society as a whole, to give great attention in discovering and determining ways to break the repetitive cycle of incarceration and recidivism. Once an offender returns to society after incarceration, they face perplexing challenging barriers, and obstacles that impedes upon their ability to resist crime and complete parole supervision. For African American men, these challenging barriers and obstacles are exacerbated, because of their race and gender. Research shows that African American men are disproportionally represented, among the incarceration rates, prison population and are highly susceptible to factors that lead to recidivism. The purpose of this study sought to gain more in-depth understanding of former African American male offenders’ experiences and perceptions of resisting crime and completing parole/post-release supervision. In particular, this study used qualitative methods to interview six African American men, in order to determine the significant impact which social and personal factors led them to successful parole/post-release supervision completion. The results of this study indicated that African American male offenders have the ability to complete parole/post-release supervision, when provided the opportunity to gain employment, higher levels of education and vocational training, strong support from their family and friend, establish positive social networks, participate in rehabilitative programs. The research further revealed other contributing factors aids in their success as well.

A large number of African American males have experienced risk and protective factors that may impede or enhance their success in the school setting. As a result of these risk and protective factors, they may or may not be at-risk for adverse outcomes behaviorally as well as academically. As indicated throughout the literature, to better serve behaviorally at-risk students, the educational system has responded by implementing methods such as zero-tolerance policies, increased security, and alternative education programs. While the former has been established throughout the literature, there has been a paucity of research on alternative education programs in general and even less with regard to African American male students. This study examined four levels of risk and protective factors, individual, school, community, and family, among African American males in both alternative and general educational settings. One hundred fifteen students ages 11 to 16 were assessed for demographics, self-efficacy, school engagement, and racial identity measures. The purpose of the study was to examine the differences between risk and protective factors among African American males in alternative and general education settings. Specifically, the individual level was examined in detail using the following risk and protective factors: self-efficacy, school engagement, and racial identity. This study also examined the impact risk and protective factors have in predicting the likelihood that an African American male would be placed in an alternative education setting. Both independent samples t-tests and hierarchical logistic regression analyses were used. Results indicated that there are statistically significant differences in levels of self-efficacy and school engagement between African American males in alternative education settings and general educations settings. No difference was found in levels of racial identity among the groups. Results from the hierarchical logistic regressions indicated that self-efficacy is a significant predictor. These findings show the importance for school psychologists to work with students to instill confidence to be successful in school settings. Also, since self-efficacy was shown to be a significant predictor of placement status in alternative school settings, it is important for school psychologists and school personnel to get involved with these students before they even become at-risk.

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Psychologists have begun to examine factors that influence the achievement gap between African American and White students. This is a pressing issue especially for African American students (Steele, 1997; Shelton & Sellers, 2000; Cokley, 2001). To better understand the effects of race and gender on perceived discrimination and academic disengagement, 81 African American students at the University of Texas at Austin were randomly assigned to one of three conditions. Participants either listed ten instances of discrimination they have experienced, five academic successes and five academic failures, or made no lists. The impact of these manipulations on responses to the Disengagement Scale (Major & Schmader, 1998) and the Everyday Discrimination Scale (Williams, Yu, Jackson, & Anderson, 1997) were assessed. Results suggest that gender plays an important role in African American students’ academic function. More specifically, African American males perceive more discrimination in academia than African American females, which is related to higher levels of disengagement. Researchers suggest this difference is related to African American males’ socialization to see discrimination as an insurmountable barrier rather than a navigable obstacle. / text

abstract: Black male students experience a number of issues related to identity during the persistence process, which have potential to deter them from graduating. Some of these issues include feeling isolated and lack of access to resources due to their ethnic and/or racial identities. Recent statistics indicate that though there is an increase in college enrollment for Black students, the graduation rate is disproportionate to their enrollment. Using critical race theory, co-cultural theory, and communication theory of identity, this study investigated the role of identity in the persistence of Black male students’ graduation rates. Specifically, the central question was ‘What role, if any, do identity processes play in Black male students' decisions to continue or depart from a Predominantly White Institution?’ In order to answer this question, fifteen first-generation Black male college students were interviewed in order to understand the specific experiences that impacted them in relation to graduation. The study sample included a subset of Black male athletes who were found to have distinct differences in college experiences based solely on their athlete status. The overall results indicate that Black male students have expectations of the persistence process and that their personal identity also plays a significant role in the persistence process. In order to maintain their identities and continue with coursework, Black males enacted persistence strategies that were consistent with an overall goal of graduating. Research findings suggest that Black males must maintain a strong personal identity in order to maintain their personal commitment to graduation and college institutions can support them in this endeavor. Research outcomes also suggest that Black males should have a plan of persistence upon entering college, which is constantly reinforced as a graduation motivator. / Dissertation/Thesis / Doctoral Dissertation Communication 2015

Across the United States, African American males face barriers to securing a quality education. Barriers such as educational gatekeeping, and low identification, have caused African American males' enrollment in advanced placement courses to be at a rate lower than all other ethnicity and gender populations. A qualitative approach to research was used to explore how and in what ways district and school leaders created or hindered equitable advanced academic program opportunities for African American males. Through the lens of critical social theory, individual face-to-face interviews with district/campus educators and a focus group interview with African American male students, the lived experiences of participants within the advanced placement program were brought to the fore. Three questions guided the study: 1) How do district and school policies and practices create equitable advanced academic program opportunities for African American males; 2) How and in what ways do district and school leaders create or hinder equitable advanced academic program opportunities for African American males; and 3) What conditions have supported or hindered African American males in their ability to enroll and succeed in advanced academic courses. Findings revealed four themes to creating equity for African American males within the advanced placement program which included, the need to cultivate the advanced placement program, identify academic shortcomings, support the needs of students, and address invisible African American males. The research demonstrated that African American males can, and will, thrive in the most challenging of academic settings when provided with proper supports.

African-American student achievement is a pervasive problem for school communities. This qualitative research explores the Black Church’s role in the bicultural development of six African-American male students. Using the critical theory of biculturalism this study seeks to determine what aspects of the Black Church experience influence the African-American male’s ability to navigate the school environment and participate in school. This dissertation study utilized to complementary methodologies, testimonies, and witnessing, to document the students experiences in the school and church communities. Data analysis included holistic-content analysis. Findings indicate the Black Church was an effective vehicle for the empowering process of biculturation. Thought its critical teachings, cultural responsive care, and engaged pedagogy, the Black Church affirms the bicultural students and helps them contend with their personal experiences with oppressive individuals and structures. The findings support the need for the Black church to participate in the education reform efforts affecting African-American students. The findings also support a renewed focus on engaging teachers in the utilization of culturally responsive care in their interactions with African-American students.

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