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This issue is a selected bibliography covering the subject of leadership.

Rural students encounter challenges such as the achievement gap; racial inequality; little or no college counseling; higher rates of poverty; limited accessibility to college preparatory courses; and recruitment and retention of quality teachers. Moreover, Black males tend to experience the same issues; however, there is a dearth of literature around this population in rural areas. The authors describe the implications of the unique intersection of Black males in rural settings and discuss the unique challenges and opportunities presented. Specifically, academic achievement, college and career readiness, and access to employment and higher education for Black males are highlighted in this chapter. The authors provide recommendations on research and practice for educators to best serve Black males in rural settings.

The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity development and overall college and career readiness. The authors contend that if structured and delivered well with the appropriate supports, athletics can be more of a mobilizing mechanism for Black males versus an exploitive one. Specifically, athletic identity does not have to be exclusive, but rather one aspect of the student-athletes' multidimensional sense of self. To this end, the authors outline specific research, practice, and policy recommendations that address the unique challenges of Black male student-athletes in K-16.

The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready.

This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options.

With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014).

Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s (1979) Ecological Systems Theory to explain how environmental influences impact African American males’ college trajectory, both positively and negatively. Moreover, they use Ecological Systems Theory to discuss how multiple stakeholders (e.g., school counselors and parents) and various structured activities that align with the Eight Components of College and Career Readiness (NOSCA, 2010) may promote college preparation among Black male middle school students. The authors also present two case vignettes as examples of how school counselors may assist African American males for postsecondary options. In closing, the chapter concludes with implications for educational policy, research, and practice.

While sports have historically provided a space for Black males to experience a high sense of self-efficacy, the question about whether or not it transfers to educational endeavors persists. A challenge for practitioners is to ensure that Black males also thrive educationally as well as in their athletic pursuits. The author presents a brief history of Black males’ participation in sport, along with the historical implications of such participation. The utility of empowerment theory is explored within the context of promoting the college and career readiness of Black male student-athletes in high school. High school counselors’ use of empowerment theory is specifically highlighted. Specific indicators of college and career readiness are discussed, and the author posits the use of empowerment theory in counseling and advising can facilitate positive change in this process, assuring that sports remains the positive mobilizing mechanism that it can be for all student-athletes.

Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admission and attendance and influential programs and supports. Recommendations for school counselors helping black males are included.

The authors used a narrative approach to illustrate the stories and experiences captured by the three young men who participated in the study. Hays and Singh (2012) suggested using a narrative approach for telling the stories of marginalized groups. IPA (Smith, 1996) was the approach used to identify superordinate themes, because the authors wanted to better understand the participants’ K-16 experiences. As a qualitative approach, IPA provides detailed examinations of personal lived experiences on its own terms rather than pre-existing theoretical preconceptions.

The participants’ accounts clustered around three superordinate themes: perceived benefits to college, barriers to college admission and attendance and influential programs and supports.

Although there are studies that provide insight on the factors that impact first-generation, black men’s success in attending college, there are few studies that have used a strengths-based perspective to investigate key experiences that lead to college enrollment. Those experiences that lead first-generation black male to attend college are pivotal and provide insight into important points of intervention and support. School counselors and other educators can use these insights to inform practices and the creation of supports for black men in their respective schools.

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.