Academic access

, 144–145

Academic advising

, 296

barriers to

, 298

concept

, 224

purpose of academic advising and coaching in higher education

, 223–229

Academic advisors

, 296

Academic rigor

, 54

Academic success

, 143–144

Academic support methods

, 274

Achievement gap

, 53–59

Achieving Success Everyday (ASE)

, 79

achieving success everyday model

, 78–79

critical race theory

, 76–77

group counseling interventions in school settings

, 69

group model

, 79, 82

implications for practice

, 77–79

implications for research and policy

, 81–82

mathematics interventions

, 74–76

proposed counseling intervention with implications for groups

, 72–74

school counseling for black males

, 68–69

selected group counseling interventions

, 69–74

Active military service

, 276–277

Adjusted cohort graduation rate (ACGR)

, 88–89

Adolescents

, 5–6, 163–164

Adultification of Black boys

, 14

Adults

, 97

Advanced Placement (AP)

, 39, 47–48, 168

Advising

approach

, 291

current approaches to

, 225–226

foundation of advising in higher education

, 224–225

Alabama A&M University

, 115–116

American Association for Colleges of Teacher Education (AACTE)

, 286

American Psychological Association (APA)

, 47–48

American School Counseling Association (ASCA)

, 125–126, 149, 153

National Model

, 125–127

Anti-Black misandry

, 6–7

Anti-black narratives

, 73

Anti-Blackness

, 77, 221

perspective within education

, 221

Anti-deficit framework as pedagogical practice

, 344–345

Antiracism

, 128–135

need for antiracism in school counseling

, 127–128

Anti–racist

, 47–49, 62

antiracism and MTSS

, 128–135

antiracist multitiered systems of support

, 131–132

assessment and use of data

, 132–133

catch-22 of MTSS

, 130

collecting counter stories

, 133

community partnerships

, 134–135

consultation

, 133–134

CRT

, 130–131

experiences of 2E Black Boys in K-12 Schools

, 124–125

implications for policy

, 136

implications for research

, 136–137

individualized

, 135

literature review

, 124–127

multitiered systems of support

, 129–132

need for antiracism in school counseling

, 127–128

professional development

, 134

role of school counselors

, 125–127

school counseling

, 127–128

school counselors

, 128–130

targeted/small group work

, 135

universal

, 132–135

Apple Maps

, 296

Asian American Native American Pacific Islander-Serving Institution (AANAPISI)

, 297

Assets of Black male students

, 115

Assignments

, 213–214, 346–347

Athletic identities

, 187–188, 191

Athletics

, 187–191

Attention-deficit/hyperactivity disorder (ADHD)

, 47–48

Benjamin E. Mays Institute (BEMI)

, 74–75

Best practices model (BPM)

, 240

Bibliotherapy

, 73

Black, Indigenous, and people of color (BIPOC)

, 205–206

Black boys

, 16, 123–125

blackboy crit pedagogy

, 6–7

Class Act

, 11–12

exploring black boyhood in comics and graphic novels

, 7–17

extracurricular activities

, 113–114

graphic novels and comics in classroom

, 5–6

incorporating Black boy CRIT pedagogy in classroom

, 19–20

Long Way Down

, 12–15

Miles Morales

, 9–10

Monster

, 17–18

moving forward

, 20–22

New Kid And Class Act

, 10–11

policy

, 115–116

practice

, 115

protective factors

, 110

Quincredible, Vol 1

, 7–9

racial identity

, 110–111

recommendations

, 114–116

research

, 114–115

student–teacher relationships

, 112

systemic racism

, 128–129

The Crossover

, 15–17

Black college men in higher education

, 222–223

Black community

, 220

Black culture

, 81

Black identity

, 75

Black male initiatives (BMIs)

, 192–193, 249

Black male leadership (BML)

, 342, 345, 349

Black male veterans

, 276, 279–280

advising

, 278

black male military service

, 276

Brown vs. Board of Education

, 276

engaging

, 279

faculty and staff training

, 281–282

identity

, 280

intersectionality of student veteran engagement

, 279

impact of legislative action

, 275–276

orientation

, 278–279

policy

, 282

Post-9/11 GI Bill

, 276

programming

, 280

recommendations

, 281–282

recruiting

, 276–277

research

, 281

routes to service

, 274–275

Black males

, 47–48, 89, 145, 148–149, 151, 171, 202, 220–221, 237, 275, 288

academic access

, 144–145

academy of engineering students

, 37

administrators

, 322–323

advising structure

, 300

barriers for recruiting black males into teacher preparation programs

, 286–288

barriers to academic advising

, 298

best practices for recruiting black males into teacher preparation programs

, 288–290

building “advising team”

, 306–307

classroom climate and enrichment through goal setting

, 94–97

college and career readiness

, 145

college and career readiness vs. NCAA eligibility for black male student-athletes

, 167–169

critical literacy

, 90–93

cultural proficiency and culturally responsive teaching as model for schools and districts

, 93–94

cultural sustainability training

, 155

culturally competent advising

, 298

data analysis

, 302

data source

, 302

developmental advising

, 298

in education

, 102

elementary school counselors

, 145–147

family engagement

, 143–144

findings

, 304–308

guiding framework

, 298–299

high school counselors

, 148–150

identity development

, 164–167

implications for practice and policy

, 310

institutional context

, 300

leader book club

, 347

leader interview podcast

, 347

legacy house preferred model for black male legacy communities

, 241–242

leveraging capital

, 154

limitations

, 155–156, 303

and literacy

, 88–90

literature review

, 143, 145, 297–298

mental health

, 143

methodology

, 299–302

middle school counselors

, 147–148

military service

, 276

participants

, 301

positionality

, 303–304

prescriptive perceptions

, 307–308

preservice teachers

, 290–291

professional development

, 153–154

professional learning for black male literacy

, 98–103

quality framework

, 302–303

recommendations for future research

, 308–310

recommendations for K-12

, 150–155

recommendations for policy

, 146–147, 153, 155, 292–293

recommendations for practicing school counselors

, 146

recommendations for research

, 146

reshaping special education referral process

, 154–155

role of framework

, 299

school counseling for

, 68–69

school counselor duties

, 153

schooling experiences of

, 27–29

spots

, 304–306

strategies for retaining

, 290–292

students

, 144

teachers

, 286

Black men

, 187, 191, 315–316, 319–320, 350–351

barriers to gainful employment for

, 316–317

being black, being male on campus–and on-campus experiences

, 191–193

benefits of black men constructing career calling

, 324

black boys and men in media

, 185–187

black men, athletics, and athletic identities

, 187–191

career calling

, 323–324

career development for formerly incarcerated

, 319–322

college efforts

, 186–187

college experiences

, 192

collegiate experiences

, 183, 186, 193

creating case for culturally relevant leadership learning experiences for black men student athletes

, 264–267

culturally relevant leadership learning model as method for developing black men leaders

, 263–264

dynamics of education on career development and vocational planning for

, 326–328

experiences

, 191

historical context and exclusion of black men as student-athletes from historically white institutions

, 258–260

landscape of black men are student-athletes

, 260–262

practical steps black men to construct career calling

, 324

in STEM

, 317–319

student leadership experiences

, 262–263

Black students

achievement gap

, 53–59

health factors

, 58–59

home factors

, 56–58

more attention to perfect storm

, 51–53

recommendations

, 60–62

rings of influence

, 51–53

school factors

, 54–56

status of P-12 black male students

, 46–51

from verbalizing equity to setting quantifiable equity goals

, 59–60

BlackBoy Crit Pedagogy

, 8–12

BlackCrit

, 6–7

Broadcast media

, 185

Brotherhood

, 245–246, 248–249

Brown vs. Board of Education

, 276

Bureau of Labor Statistics

, 315–316

Call Me Mister Program, The

, 291–292

Career academies

, 28

Career academy

affinity for hands-on learning through engineering curriculum

, 35–37

concept

, 28–29

data analyses

, 34

data collection

, 33–34

data interpretations

, 34–38

drawing connections to core academy content

, 37–38

limitations

, 41

method

, 32–34

model

, 39

promoting interest in STEM

, 34–35

purpose and research question

, 27

recommendations for further research

, 40–41

recommendations for policy

, 40

recommendations for practice

, 39–40

research design

, 32

research on career academies

, 29–32

researchers’ positionalities

, 33

review of literature

, 27–32

schooling experiences of black males

, 27–29

selection criteria

, 33

Stanton Academy

, 33

Career and technical education (CTE)

, 29–30

Career and Technical Education Research Network

, 29

Career assessments

, 323–324

Career calling

benefits of black men constructing

, 324

constructing and crafting

, 323–324

practical steps black men take to construct

, 324

process

, 324

Career construction counseling

, 332

Career Constructive Theory (CCT)

, 332

Career development

barriers to gainful employment for black men

, 316–317

Beauduy’s narrative

, 330–332

benefits of black men constructing career calling

, 324

black men find career calling

, 323–324

black men in STEM

, 317–319

career development for formerly incarcerated black men

, 319–322

constructing and crafting career calling

, 323–324

dynamics of education on career development and vocational planning for black men

, 326–328

Folkes’ narrative

, 329

Ford’s narrative

, 333–334

instructional barriers

, 322–323

Mack’s narrative

, 332

personal narratives

, 328–334

practical steps black men can take to construct career calling

, 324

psychological barriers to success and belonging

, 325–326

recommendations for research, practice, and policy

, 334

Wright’s narrative

, 329–330

Career readiness

, 164, 167, 169

Center for Male Engagement (CME)

, 207–208

Center of Male Engagement (CME)

, 205

Certified nursing assistant (CNA)

, 333

Change agents

, 149, 153–154

Chief Executive Officer (CEO)

, 209–210

City College of Philadelphia (CCP)

, 207–208

Civic Engagement Curriculum

, 109–110

Civil Rights Data Collection (CRDC)

, 47–48

Civil Rights movement

, 259

Class Act

, 11–12

Classroom

blackboy CRIT pedagogy in

, 19–20

climate and enrichment through goal setting

, 94–97

graphic novels and comics in

, 5–6

literacy goals value within and beyond classroom

, 96–97

recommendations for doorways of opportunity for black male literacy and achievement

, 101–102

recommendations for policy

, 102–103

research

, 102

safe spaces for student success

, 95–96

Clemson University

, 115–116

Coaching

current approaches to

, 225–226

foundation of coaching in higher education

, 224–225

Coding process

, 244

Cognitive strategies

, 168

Collective efficacy

, 349

Collectivist cultural orientations

, 227

College

, 344–345

athletic opportunities

, 260

preparatory process

, 166–167

readiness

, 167–169

College sports teams

black men student leadership experiences

, 262–263

connecting intersecting identities through multiple dimensions of identity

, 265–267

creating case for culturally relevant leadership learning experiences for black men student athletes

, 264–267

culturally relevant leadership learning model as method for developing black men leaders

, 263–264

current landscape of black men are student-athletes

, 260–262

future research

, 267–268

HBCUs

, 259–260

historical and generational ties to black men’s experiences

, 258

historical context and exclusion of black men as student-athletes from historically white institutions

, 258–260

vignette into life of black man student athlete

, 255–257

Collegiate athletics

, 258

Collegiate black men, lived experiences of

exploring black men’s collegiate experiences

, 183–193

implications

, 193–195

policy

, 194–195

practice

, 194

research

, 193–194

researchers’ positionalities

, 182–183

Colonialism

, 4

Colonized curriculum

, 20–22

Comics

in classroom

, 5–6

exploring black boyhood in

, 7–17

Community

, 350–351

community-oriented leadership

, 351

partnerships

, 134–135

violence

, 114

Community College of Philadelphia (CCP)

, 205

Community college system state board codes

, 215

Community colleges, black male success in

CME

, 207–208

Compton College

, 209

impact of Covid-19 and social and racial justice

, 204–205

establishing pipeline

, 203–204

MMSI

, 208–209

MOCI

, 206–207

policy

, 214–216

practice

, 212–214

programs and initiatives

, 205–209

research

, 211

residential vs. nonresidential campuses and meeting basic needs

, 210–211

Comprehensive school counseling programs (CSCPs)

, 125–126

Compton College

, 209

Connecticut Mastery Test (CMT)

, 74–75

Connections, academics, resources, and engagement (CARE)

, 214

Content knowledge

, 168

Content learning (CL)

, 75

Cooperative Children’s Book Center (CCBC)

, 4–5

Coping Power in the City (CPIC)

, 71–72

Core competencies

, 224–225

Council for Accreditation of Counseling and Related Educational Programs

, 153

Counseling

, 329

black male identity development

, 164–167

college and career readiness vs. NCAA eligibility for black male student-athletes

, 167–169

CRT

, 164

intervention with implications for groups

, 72–74

Men Passionately Pursuing Purpose

, 169–170

MTSS in conjunction with comprehensive counseling program

, 150

policy

, 172

practice

, 170–172

psychology literature

, 73

recommendations

, 170–172

research

, 170

Counter stories

, 133

Counter storytelling

, 130–131

COVID-19

, 57, 204–205

pandemic

, 90, 108, 208

Credit from prior learning (CPL)

, 211

Critical consciousness

, 72–73

Critical hip-hop school counseling (CHHSC)

, 72

Critical literacy

, 5–6, 90, 93

curriculum adoption frames instructional practices

, 92–93

theories

, 91

Critical pedagogy

, 343–344

Critical race theory (CRT)

, 6–7, 60, 68, 76–77, 130–131, 164

Crossover, The

, 15–17

Cultural competence

, 61–62, 202

Cultural proficiency as model for schools and districts

, 93–94

Cultural sustainability training

, 155

Culturally competent advising

, 298

Culturally Engaging Campus Environments (CECE)

, 226–227

Culturally programs

, 318

Culturally relevant leadership learning (CRLL)

, 342–343

creating case for culturally relevant leadership learning experiences for black men student athletes

, 264–267

historical legacy of inclusion/exclusion within CRLL

, 264

identity

, 263–264

model as method for developing black men leaders

, 263–264

Culturally relevant practices

, 222

Culturally responsive mentoring initiatives

, 334–335

Culturally responsive practices among school staff, informing

, 150

Culturally responsive teaching

, 94

as model for schools and districts

, 93–94

Culturally responsiveness

, 290–291

Curriculum adoption frames instructional practices

, 92–93

Curriculum integration

, 31

Curriculum rigor

, 54

Data analysis process

, 302

Developmental advising approach

, 225, 298

Discipline disparities

, 152

Diverse Educators Making and Outstanding Change (D.E.M.O.)

, 291–292

Dual Enrollment (DE)

, 168

Economic system

, 327

Education

, 6

anti-blackness perspective within

, 221

of Black boys

, 107–108

dynamics of education on career development and vocational planning for black men

, 326–328

education and workforce

, 327–328

mentoring for positive career development

, 328

Educational and social experiences

, 241

Educational frameworks

, 91

Educational institutions

, 127–128

Educational process

, 89, 91

Educational system

, 188, 327, 344–345

Educators

, 19, 98

Elementary school

, 146

Elementary School Counselors

, 145–147

Eligibility process for Legacy House

, 240–241

Emotional and behavioral disorders (EBD)

, 47–48

Emotional invisibility

, 166

Emotional support groups

, 280

Engineering

, 297, 299–300

Engineering curriculum, affinity for hands-on learning through

, 35–37

Equal Employment Opportunity Commission’s (EEOC)

, 59

Equity

, 202, 215

verbalizing equity to setting quantifiable equity goals

, 59–60

Ethnic identity

, 71

Evidenced-based group counseling intervention

, 71–72

Exclusion within CRLL, historical legacy of

, 264

Extracurricular activities

, 113–114

Family engagement

, 143–144

Federal Interagency Forum on Child and Family Statistics (FIFCSF)

, 113–114

Feedback

, 204

First-generation college men

, 221

First-Year Experience (FYE)

, 238, 310

First–generation black male college students’ success

anti-blackness perspective within education

, 221

black, first-generation college men in higher education

, 222–223

current approaches to advising and coaching

, 225–226

foundation of advising and coaching in higher education

, 224–225

identity-conscious advising and coaching

, 226–229

policy

, 230

practice

, 230

purpose of academic advising and coaching in higher education

, 223–229

recommendations

, 229–230

research

, 229–230

Florida Comprehensive Achievement Test (FCAT)

, 69–70

Florida Fund for Minority Teachers (FFMT)

, 291

Free Application for Federal Student Aid (FAFSA)

, 207–208

Gender-based socialization

, 220

GI Bill (1944)

, 275

Gifted and talented education (GATE)

, 47–48

Gifted education

, 123–125

for 2E Black boys

, 125

Gifted Program Advocacy Model (G-PAM)

, 136

Google Maps

, 296

Grade point average (GPA)

, 50, 71, 113–114, 237

Graduate assistants (GA)

, 241–242

Graphic novels

in classroom

, 5–6

exploring black boyhood in

, 7–17

Group counseling

, 69, 82–83

interventions

, 69–74

interventions in school settings

, 69

strategies

, 170–171

Grow Your Own Programs

, 288

for Black males

, 289–290

Happenstance Learning Theory (HLT)

, 333

Health and well–being

, 181–182

High school counselors

, 148–150

recommendations for policy

, 149–150

recommendations for practicing school counselors

, 149

recommendations for research

, 148–149

High school students

, 40, 273–274

Higher counselors

, 171

Higher education (see also Special education)

, 276

being black and male in

, 182–183

black, first-generation college men in

, 222–223

foundation of advising and coaching in

, 224–225

institution

, 276–277

professionals

, 274

purpose of academic advising and coaching in

, 223–229

Hillsborough Community College (HCC)

, 205

Hip-hop therapy counseling interventions

, 72

Hispanic-Serving Institutions (HSIs)

, 191, 273–274, 297

Historic events

, 258–259

Historical legacy of inclusion/exclusion within CRLL

, 264

Historically Black Colleges and Universities (HBCUs)

, 191, 205–206, 259, 273–274, 333

Historically white institution (HWI)

, 243

Historically white institutions, historical context and exclusion of black men as student-athletes from

, 258–260

Holistic support

, 227

Home-based engagement practices

, 144

Humanized educational environments

, 227

Identification process

, 136–137, 154–155

Identification with Academics Scale (IAS)

, 74–75

Identity

, 16, 349

connecting intersecting identities through multiple dimensions of

, 265–267

development

, 164

formation

, 263–264

identity-conscious advising and coaching

, 226–229

Identity Construction (IC)

, 75

Identity Responsive Early Career Socialization Model (IRECS)

, 350

Imposter syndrome

, 325–326

Inclusion/exclusion within CRLL, historical legacy of

, 264

Individual counseling techniques

, 170–171

Individuals with Disabilities Education Act (IDEA)

, 154–155

Inductive data analysis approach

, 299

Institutional review board (IRB)

, 243

Instructional barriers

, 322–323

Instructional planning process

, 92

Instructional technology

, 55–56, 213

Instructors

, 214

Integration process

, 259–260

Intentional critical literacy-based approaches

, 91

Interpersonal relations theory

, 299, 308–309

Intersectionality

, 130–131

of student veteran engagement

, 279

Interventions

, 330

Introverted iNtuitive Feeling Perceiver (INFP)

, 330

Intrusive advising strategy

, 225–226

Invisibility syndrome paradigm

, 166

K-12 educational system

, 88, 187–188

K-12 schooling process

, 124–125

K-12 schools

, 136

experiences of 2E Black Boys in

, 124–125

K-12, recommendations for

, 150–155

addressing discipline disparities

, 152

informing culturally responsive practices among school staff

, 150

mental health

, 152–153

MTSS in conjunction with comprehensive counseling program

, 150

perception and peer capital

, 151

recommendations for practicing school counselors

, 150–153

special education practices

, 151–152

K-16 counselors

, 170–171

Key performance indicators (KPIs)

, 209–210

Latimer University

, 300

Leadership

, 258, 264

capacity course outcomes

, 348

efficacy course outcomes

, 348–349

identity course outcomes

, 347–348

learning process

, 349–350

process

, 342–343

Leadership, Equity, and Diversity (LEAD)

, 289–290

Leadership Learning Research Center’s (LLRC)

, 345

Leadership Team Council (LTC)

, 257

Learning

, 75, 124, 343

process for Black males

, 91

Learning assessments

, 346–347

Learning disabilities (LD)

, 47–48

Legacy

, 245

Legacy building

, 248

Legacy House

, 239–241, 246, 248–249

preferred model for black male legacy communities

, 241–242

student academic and postsecondary outcomes

, 242

Legacy House Leadership Team, The

, 241

Liberatory learning spaces, new directions for engaging black in

, 352

Liberatory pedagogy

, 343–344

anti-deficit framework as pedagogical practice

, 344–345

assignments and learning assessments

, 346–347

BML course example

, 345–349

course description

, 345–346

culturally relevant leadership learning

, 342–343

five critical dimensions

, 343

leadership capacity course outcomes

, 348

leadership efficacy course outcomes

, 348–349

leadership identity course outcomes

, 347–348

learning outcomes

, 346

new directions for engaging black in liberatory learning spaces

, 352

recommendations for future research

, 350

recommendations for policy

, 350–351

recommendations for practice

, 351–352

recommendations for research, policy, and practice

, 349–352

Literacy

process

, 101

for social justice

, 5–6

Literature

, 4, 165–166

Living, Learning and Legacy Communities (LLLC)

, 240

Living and learning community model for black males

benefits of LLC participation

, 237–238

brotherhood

, 245–246

community of belonging

, 246–248

data analysis

, 244

findings

, 245–248

higher academic achievement, persistence, and involvement

, 238–239

as highimpact practice

, 239–240

legacy building

, 248

legacy house

, 240–241

legacy house preferred model for black male legacy communities

, 241–242

legacy house student academic and postsecondary outcomes

, 242

limitations

, 244

methods

, 243–245

participants

, 243–244

positionality

, 244–245

procedures

, 243

purpose of study

, 243

recommendations

, 250

LLCs

, 237

Long Way Down

, 12, 15, 19

Magnet school

, 27

Males for Alabama Education (M.AL.E.)

, 115–116

Marathon Teaching Institute of NCCU

, 115–116

Mass media

, 185

Mathematics interventions

, 74–76

Men of Color Initiative (MOCI)

, 206–207

Men Passionately Pursuing Purpose (MP3)

, 169–170

Mental health

, 143, 152–153

Mentoring

, 74–75, 351–352

for positive career development

, 328

Mentors Instructing Students Toward Effective Role Models (MISTER)

, 115–116

Microaggressions

, 220–221, 325–326

Middle school counselors

, 147–148

recommendations for practicing school counselors

, 147–148

recommendations for research

, 147

Milwaukee Area Technical College (MATC)

, 206–207

Minnesota Theory of Work Adjustment, The (TWA)

, 331

Minority Male Success Initiative (MMSI)

, 208–209

Minority serving institutions (MSIs)

, 205–206, 273–274

Monster

, 17–18

Multidimensional model of racial identity (MMRI)

, 110–111

Multiethnic identity measure (MEIM)

, 71

Multitiered systems of support (MTSS)

, 129–130

Catch-22 of

, 130

in conjunction with comprehensive counseling program

, 150

NACADA

, 224–226

National Academy Foundation (NAF)

, 28–29, 32

academy model

, 30–31

model

, 29

National Assessment of Educational Progress for reading (2019) (NAEP)

, 88–89, 107–108

National black male events

, 217

National Center for Educational Statistics (NCES)

, 88–89, 236, 286–287

National Collegiate Athletic Association (NCAA)

, 163–164, 190–191, 257

eligibility for black male student-athletes

, 167–169

initial-eligibility standards

, 168

National Education Association

, 288–289

National Football League (NFL)

, 318

National Society of Black Engineers (NSBE)

, 306

National Teacher Examination (NTE)

, 287

New kid and class act

, 10–11

New Kid and Class Act

, 10–11, 19

No Child Left Behind Act (2001)

, 287

Nonresidential campuses and meeting basic needs

, 210–211

North Carolina Central University (NCCU)

, 115–116

North Carolina Community College System (NCCCS)

, 208–209

Nurtured advising method

, 226

Off-Season Team Leadership program (OTL)

, 256–257

“One size fits all” solution

, 101

#OwnVoices movement

, 4–5

P-12 black male students, status of

, 46–51

P-12 schooling

, 323–324

Parent participation

, 57

Parent–Pupil ratio

, 56

Pedagogical malfeasance

, 7

Pedagogical practice, anti-deficit framework as

, 344–345

Pedagogy

, 17

for Black boys

, 8

Peer capital

, 151

Peer mentoring programs

, 280

Pennsylvania Higher Education Assistance Agency (PHEAA)

, 207–208

Peplau’s interpersonal relations theory

, 299

Perception

, 151

Persistent microaggressions

, 316

Person-Environment Correspondence Theory

, 331

Person-environment psychology (P-E psychology)

, 332

Personal Coaching

, 226

Personal leadership philosophy

, 347

Pipeline

, 203–204

programs

, 203

Pitt Community College’s North Carolina

, 203–204

Policy, implications for

, 136

Political movements

, 258–259

Positionality

, 244–245

Positive Behavior Interventions and Supports (PBIS)

, 129

Positive career development, mentoring for

, 328

Positive outcomes

, 109–110

Post-traumatic stress disorder (PTSD)

, 280

Postsecondary education

, 323–324

Postsecondary institutions

, 277

Praxis

, 288

Predominantly White Institution (PWI)

, 186, 191, 248–249, 273–274, 342

Predominantly white organizations (PWOs)

, 316

Predominately white institutions (PWIs)

, 205–206

Preschool-to-prison pipeline

, 108

Proactive philosophies

, 227

Professional development

, 134, 326, 328

Professional learning

for black male literacy

, 98–103

process

, 99

Programming

, 280

Protective factors

, 110

Protocol development

, 302–303

Psychological barriers to success and belonging

, 325–326

imposter syndrome

, 325–326

stereotype threat

, 326

Quality academic advising

, 310

Race

, 344

Racial discrimination

, 111

Racial identity

, 70, 75, 110–111

Racial identity attitude scale (RIAS)

, 74–75

Racial justice, impact of

, 204–205

Racial microaggressions

, 316

Racism

, 61, 68

Reading

, 5, 20

Recruitment, best practices for recruiting black males into teacher preparation programs

, 288–290

Relational trust

, 148

Representations

of Black boys and men

, 181–182

in media

, 185

Request for proposal (RFP)

, 208

Residential campuses and meeting basic needs

, 210–211

Residential learning community (RLC)

, 240

Response to Intervention (RtI)

, 129

Restorative justice practices (RJP)

, 152

Retention

, 204–205, 211, 309

and graduation of Black male

, 279–280

strategies for retaining black males within teacher preparation programs

, 290–292

Review, revelation, reinforcement, and reflection (4R)

, 71

Riverdale Academy Day School (RAD School)

, 10

Scholars

, 90

School belongingness

, 113–114

School counseling (SC)

, 68

for black males

, 68–69

need for antiracism in

, 127–128

School counselors

, 68, 81–83, 127–130, 133–135, 142, 150, 155–156, 171

ASCA national model

, 126–127

duties

, 153

high school counselors

, 149

implications for school counselor practice

, 128–135

K-12

, 150–153

middle school counselors

, 147–148

recommendations for practicing

, 146

role of

, 125–127

School leaders

, 98

School networks

, 28–29

School settings, group counseling interventions in

, 69

School Social Behavior Scales (SSBS)

, 69–70

School-based counseling research

, 69

School–family–community (SFC)

, 144

partnerships

, 154

Schools

, 115–116

Schott Foundation

, 47–48

Science, Technology, Engineering, and Mathematics (STEM)

, 26, 29–30, 296, 317, 325

black men in

, 317–319

promoting interest in

, 34–35

STEM-related careers

, 68–69

Second Morrill Act (1890)

, 259

Self-actualization

, 143

Self-efficacy

, 168

Semi-structured protocol development

, 302

Servicemen’s Readjustment Act (1944)

, 275

Social Cognitive Career Theory (SCCT)

, 320–321

Social emotional learning

, 152

Social justice

, 146

impact of

, 204–205

Social media

, 185

Socialization process

, 220, 350

Society

, 142

Socioeconomic status (SES)

, 113–114

Socioemotional learning

, 125

Special education

, 123–124

practices

, 151–152

reshaping special education referral process

, 154–155

Sports participation

, 188–189

Stakeholders

, 151

in education

, 155

Stanton Academy

, 33, 38–39

Stanton Engineering Academy, The

, 33

Stereotype threat

, 326

Strengths-based approach

, 134

Strengths–based interventions

, 109–110

Student affairs engagement strategies

, 274

Student Athlete Advisory Committee (SAAC)

, 257

Student mobility

, 57

Student success

, 208

Student Success Skills (SSS)

, 70–71

Student veteran engagement, intersectionality of

, 279

Student veteran peer mentor program

, 280

Student–athletes

current landscape of black men

, 260–262

historical context and exclusion of black men as student-athletes from historically white institutions

, 258–260

multidimensional sense

, 164

Student–teacher relationships

, 112

Summer bridge programs

, 193

Tallahassee Community College (TCC)

, 214

Teacher preparation programs, best practices for recruiting black males into

, 288–290

Teacher preparation programs

, 286, 292

barriers for recruiting black males into

, 286–288

Teachers of color

, 286

Teachers’ implicit biases

, 165

Test-based accountability systems

, 287

Trait and Factor Theory

, 330

Trait-and-factor counseling

, 332

Trial Urban District Assessment (TUDA)

, 107–108

Twice exceptional Black boys

, 130–131

Twice exceptional students (2E students)

, 123–124

2E Black boys

, 125–126, 135

experiences of 2E Black Boys in K-12 Schools

, 124–125

U.S. Department of Education

, 108

UNC’s African American Studies Department

, 190–191

University of North Carolina (UNC)

, 190

Urban black students

, 57–58

Urban schools

, 62

US Department of Education Civil Rights Data Collection (CRCD)

, 47–48

US Department of Education policy

, 274

US department of veteran affairs

, 282

US education system

, 187–188

Verizon Minority Male Maker Program, The

, 318

Veterans

, 275

Veterans identity

, 279

Visions Academy

, 9

Vocational planning for black men, dynamics of education on

, 326–328

Waze

, 296

#weneeddiversebooks

, 4

Whiteness

, 130–131

Workforce, education and

, 327–328