Skip to main content
Article
Beyond Social Justice for the African American Learner: A Contextual Humanistic Perspective for School Counselors
African American Learner
  • Lacretia Dye, Western Kentucky University
  • LaShonda B. Fuller, Chicago State University
  • Monica G. Burke, Western Kentucky University
  • Aaron W Hughey, Western Kentucky University
Publication Date
4-1-2017
Abstract
African American students’ ability to persist in an educational system that has historically viewed them as uneducable is a testament to their persistence and resilience. The authors provide a brief historical overview of how African American students have been treated since they were first brought to what later became the United States. A social justice framework is discussed as a solid foundation for addressing current inadequacies, with emphasis on the need for school counselors to move beyond their traditional understanding of the so-called “achievement gap.” Using a contextual humanistic approach, the authors suggest micro and macro level action steps that school counselors can take to enhance their efficacy when working with African American students.
Citation Information
Dye, L., Fuller, L., Burke, M.G., Hughey, A.W. (in press). Beyond Social Justice for the African American Learner: A Contextual Humanistic perspective for school counselors. African American Learner.