Using a Culturally Responsive MTSS Approach to Prepare Black Males for Postsecondary Opportunities

Autor/inn/en	Hines, Erik M.; Mayes, Renae D.; Harris, Paul C.; Vega, Desireé
Titel	Using a Culturally Responsive MTSS Approach to Prepare Black Males for Postsecondary Opportunities
Quelle	In: School Psychology Review, 52 (2023) 3, S.357-371 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hines, Erik M.) ORCID (Mayes, Renae D.) ORCID (Harris, Paul C.) ORCID (Vega, Desireé)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.2018917
Schlagwörter	Multi Tiered Systems of Support; African American Students; Males; College Readiness; School Psychologists; Role; Critical Race Theory; Postsecondary Education; School Counselors; Counselor Role; Academic Achievement; Social Emotional Learning; Culturally Relevant Education; Career Readiness; Access to Education; Intervention; Counseling Techniques + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Post-secondary education; Tertiäre Bildung; School counselor; Beratungslehrer; Pädagogischer Berater; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	Postsecondary attainment is often viewed as an accomplishment yielding financial, social, and economic gains. Moreover, education has been a passport to a better quality of life. However, certain populations are often hindered from achieving these aforementioned goals. In particular, Black males are viewed from a deficit perspective, especially when it comes to excelling and achieving in the sphere of education. The authors discuss the collaborative role of school psychologists and school counselors as change agents in the college and career readiness of Black males. Specifically, the authors present an innovative approach to using a culturally responsive multitiered system of support that infuses Critical Race Theory to address the negative postsecondary outcomes Black males encounter. School psychologists and school counselors are appropriately trained to implement this model; therefore, recommendations for policy, practice, and research are provided in this article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01