Search results

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).

There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical literature exclude the experiences and perspectives of twice exceptional African American students. This chapter focuses specifically on the experiences and needs of twice exceptional African American students, including those challenges around identification and navigating the school environment. In this chapter, the authors also discuss how school counselors may use a group counseling intervention to help twice exceptional African American students achieve healthy identities (i.e., race, giftedness, disability) needed to achieve their educational goals.

Introduced into the literature a decade ago, grit originally defined as perseverance and passion for long-term goals has stimulated considerable research on positive effects primarily in the academic and military contexts, as well as attracted widespread media attention. Despite recent criticism regarding grit’s construct and criterion-related validity, research on grit has begun to spill over into the work context as well. In this chapter, the authors provide an overview of the initial theoretical foundations of grit as a motivational driver, and present newer conceptualizations on the mechanisms of grit’s positive effects rooted in goal-setting theory. Furthermore, the authors also draw attention to existing shortcomings of the current definition and measurement of grit, and their implications for its scientific and practical application. After establishing a theoretical understanding, the authors discuss the potential utility of grit for human resource management, related to staffing and recruitment, development and training, and performance management systems as well as performance evaluations. The authors conclude this chapter with a discussion of necessary and potential future research, and consider the practical implications of grit in its current state.

To provide a comprehensive review of theoretical and research advances in affect control theory from 1988 to 2013 for academic and student researchers in social psychology.

Against the background of a concise history of affect control theory from its beginnings in the 1960s to its maturation in the late 1980s, a comprehensive review of research and publications in the last 25 years is reported in five sections: Theoretical Advances (e.g., self and institutions, nonverbal behavior, neuroscience, artificial intelligence); Technological Advances (e.g., electronic data collection, computer simulations, cultural surveys, equation refinement, small groups analysis); Cross-Cultural Research (archived data and published analyses); Empirical Tests of the Theory; and Substantive Applications (e.g., emotions, social and cultural change, occupations/work, politics, gender/ideology/subcultures, deviance, criminology, stereotyping, physiological behavior).

Reveals an impressive number of publications in this area, including over 120 articles and chapters and four major books, and a great deal of cross-cultural research, including European, Asian, and Middle-Asian cultures.

Because of limitations of space, the review does not cover the large number of theses, dissertations, and research reports.

No other review of affect control theory with this scope and detail exists.

In this chapter, we discuss teaching physical education to Black male students in urban schools. We present a brief account of the history and status of physical education and specifically examine school physical education, particularly for Black male students in urban geographical contexts. We also offer strategies to counter the narrative of Black male school failure and present strategies for addressing the needs of urban teachers and Black male students.

While the literature on twice exceptionality is growing, it often focuses on twice exceptionality generally, overlooking within group differences that may create unique experiences for students. As such, there is a need to explicitly detail these differences to push the knowledge base forward. This chapter focuses on the unique needs and experiences of twice exceptional (2E) Black boys as they navigate K-12 schools. Further, this chapter details the ways in which school counselors may respond to their needs through comprehensive, antiracist school counseling practices. Finally, implications for policy and research are discussed.