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Anti-racist and anti-oppressive supervision remains a burgeoning area of scholarship and research within the counselor education nomenclature. In this paper, we explore how matters of race and racism are conspicuously underemphasized in counselor training, specifically, the supervision process. We explore the hidden curriculum in counselor education supervision models. Next, we consider how a supervision model grounded in critical race theory provides a more robust framework for addressing gaps in existing supervision models through anti-racist practices.

It is important for school counselors to learn more about antiracism and to incorporate antiracist concepts into their practice more consistently (Holcomb-McCoy, 2021; Mayes & Byrd, 2022; Stickl Haugen et al., 2022). Operating from a critical political standpoint perspective (Cushman, 1995; Prilleltensky, 1994), namely, critical race theory (CRT), we offer a conceptual framework for helping school counselors and counselor educators develop an antiracist lens that guides and informs their research agendas and research-informed practices.

This self-study examined the challenges experienced by three Black counselor educators when implementing antiracist pedagogy into their classrooms. Two themes emerged: White gaze in counselor education and marked as an outsider within. Counselor educators should engage in continuous self-reflexivity and positionality while integrating and valuing Black perspectives in counselor education.

This qualitative study examined the professional and multicultural identities among 13 international counselor education doctoral students. Participants identified cultural identities and difficulties with studying abroad, and their influence on their professional development. Implications and recommendations for counselor education programs are discussed.

In this article, I outline an approach for critical hip-hop school counseling (CHHSC) for novice and tenured school counselors to use when working with Black boys. Various facets of hip-hop culture (e.g., music, hip-hop scholarship) can sharpen Black boys' "conscientização" (Freire, 1996) and help them discern how interconnected social institutions (e.g., political systems, traditional schools) are grounded in anti-Black discourses and practices that endanger Black life (Baldwin, 1963; Dumas, 2016). The article begins with an operational definition of hip-hop culture. From there, I connect dissident ideas within hip-hop culture to the ways social justice has been operationalized in education and counseling, school counseling in particular. I conclude with suggestions and resources school counselors can research and integrate when using this approach with Black boys in middle and secondary school settings (Grades 6-12).

Bibliotherapy is a therapeutic intervention that uses stories and narratives to offer insight about personal dilemmas, teach cultural traditions, and assist in fostering various facets of identity development. For adolescent Black boys, exploring stories with protagonists that look like them, who come from similar cultural backgrounds and contend with familiar social/emotional issues and systemic barriers, stimulates healthy discussions that can increase self-awareness and an understanding about the systemic barriers they navigate. This article provides clear, concise, step-by-step guidelines to assist practicing school counselors in effectively using bibliotherapy with adolescent Black boys.

The "Brown v. Board of Education" decision provided unrestricted access to educational opportunities for all students. Unfortunately, despite the passing of the 50th anniversary of this landmark decision, academic excellence remains a dream deferred for many Black students when compared to their peers. This disparity, more popularly known as the achievement gap, has garnered considerable attention in the educational research literature and has been characterized as "the most significant educational problem in the U.S." Many educational researchers have written on the topic of the achievement gap between Black students and their peers; however, only a few have focused on the participation gap explicitly. According to these educational researchers, many complex cultural variables might contribute to the widespread disparities. For example, researchers have contributed cultural concepts such as "acting White" and "acting Black" to the gifted education research literature. Such concepts can be useful in terms of providing cursory knowledge related to the experiences of high-achieving and gifted Black students, which, in turn, may help explain why many Black students decline participation in advanced programs and courses. In this article, the authors introduce the influence of hip-hop culture on education and explain how it interacts with Black students' perceptions of "acting White" and "acting Black." This explanation may help stakeholders understand the unique factors influencing the educational decision-making of Black students in the new millennium.

Black and Hispanic students are consistently underrepresented in gifted education. Several factors contribute to their low identification and lack of access to such programs and services. While teacher underreferral is a significant contributing factor, problematic also is testing and assessment, which is often administered by school psychologists. In this article, we touch on testing issues but devote more attention to key theories for school psychologists to consider when assessing, evaluating, collaborating, and making recommendations regarding Black and Hispanic students for gifted education.

To date, counseling is far behind many other helping professions in terms of producing scholarly literature highlighting and informing gifted Black male students' needs and how to meet them. In particular, very little has been written about opportunity gaps that disproportionately place gifted Black male students at an academic disadvantage. Without such information, school counselors are left with an inadequate or less than comprehensive understanding of the potential issues associated with being Black, male, and identified as a gifted student. Therefore, the purpose of this article is to draw attention to common opportunity gaps in relation to gifted Black male students and ways school counselors can address them in and out of schools.

This study explored 11 African American doctoral students' perceptions of challenging experiences in counselor education programs. The authors identified the following themes using critical race theory: feelings of isolation, peer disconnection, and faculty misunderstandings and disrespect. Implications for counselor education programs and policies are discussed.

This qualitative study examines 26 White middle school teachers' perceptions of their experiences in a predominantly White middle school with a growing African American student population. Utilizing in-depth focus group interviews, teachers elaborated on their experiences with navigating racial, ethnic and cultural boundaries as they attempted to promote academic success for all students. The constant comparative methodological approach was utilized to analyze the data. Through this process, three overarching themes were generated: (a) awareness of diversity, (b) reactions to diversity and (c) systemic issues and barriers to forging relationships. Finally, suggestions for teachers and other educators experiencing similar circumstances in their schools are provided.

The authors used a qualitative research method to examine experiences of cultural insensitivity and their influences on professional identity among 13 international counselor education students. Participants described experiencing discrimination and how these experiences pushed them to incorporate advocacy into their professional identities. Participants also described the impact of discrimination on their cultural identities and the lack of global perspectives in mental health professions. Implications for counselor education are discussed. [ABSTRACT FROM AUTHOR]

For many individuals, work is an integral component of daily life (Koch, 2000) that serves several functions, with economic support being chief among them. Work can also have a major impact on one's self-image, feelings of self-worth, and social status, meaning that it has an essential role in satisfying basic human needs (Maslow, 1943, 1954; Szymanski, Enright, & Hershenson, 2012). Unfortunately, throughout history, individuals with learning disabilities have experienced barriers to higher education and postsecondary employment opportunities. For African American males with learning disabilities, these barriers include the disenfranchisement precipitated by the cumulative effects of exposure to racism. To date, there is only a small body of literature addressing these individuals and their unique needs, with much of it focused on those in the ivory tower as opposed to on-the-ground stakeholders. The purpose of this article, then, is to present the current literature, and use a vignette to highlight and illustrate how culturally sensitive school-family-community collaborations (SFC) can facilitate positive outcomes for African American males with learning disabilities. [ABSTRACT FROM AUTHOR]

In this phenomenological study, a sample (5) of adolescent middle school African American males discuss the characteristics their professional school counselors demonstrated that made them feel supported and nurtured. Themes were generated from data in a larger study where participants articulated that effective school counselors were humane professionals who, among other things, made themselves available to students, and were knowledgeable about those students. Following the findings, recommendations for professional school counselor educators and pre-service school counseling students are provided. The manuscript concludes with the limitations of this study and suggestions for future research. [ABSTRACT FROM AUTHOR]

In this manuscript, I explore historical literature and the contemporary educational environment in which young African American males exist to assess the veracity of post-racial sentiments that have been espoused with increasing regularity since the Obama presidency in 2008. I will utilize critical race theory and a critical autoethnography methodology to illuminate the salience of race in episodes from my personal life, and how race has and continues to frame the educational discourse around African American males despite arguments to the contrary. Specifically, this manuscript considers the following research questions: How have post-integration racial sensibilities of the South shaped my personal and educational experiences? Second, how are these post-integration sensibilities evidenced in my own professional agenda? Finally, how can critical race scholarship produce an unbiased and pragmatic counternarrative to the post-racial educational discourse associated with African American male youth especially in the midst of Obama's second term as President? [ABSTRACT FROM AUTHOR]

Professional school counselors can play an instrumental role in the academic development of students with whom they interact. To empower professional school counselors in promoting improved academic performance the American School Counseling Association (ASCA, 2003) revised its national model. Now more than ever, professional school counselors are expected to advocate on behalf of all students to facilitate their optimal academic development. One student demographic in particular-African American males-has experienced chronic academic difficulties. In the position of advocate, professional school counselors can promote improved academic performance in African American adolescent males through school/community collaboration. This article will include suggestions for professional school counselors to become more effective advocates capable of establishing collaborative relationships that facilitate academic achievement for African American male students. [ABSTRACT FROM AUTHOR]