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

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.

Impact Statement

Given the recent events of anti-Black racism against Black boys and men, currently Daunte Wright and George Floyd in addition to Trayvon Martin, Jordan Davis, and Tamir Rice, it is obvious that a culturally responsive approach is needed to engage and work with Black males. In the U.S. education system, Black boys and men have the poorest educational outcomes, especially with high school graduation, college-going, and college graduation rates. Therefore, school psychologists and school counselors must serve as the bridge to preparing Black males for postsecondary opportunities and they possess the skills and training to potentially change the narrative and statistics regarding Black boys as well as men in education and beyond.

Keywords:

• Black males
• MTSS
• CRT
• postsecondary opportunities

ASSOCIATE EDITOR:

• Tai A. Collins

DISCLOSURE

We have no known conflict of interest to disclose.

Additional information

Notes on contributors

Erik M. Hines

Erik M. Hines, PhD, NCC, is an associate professor in the Department of Educational Psychology and Learning Systems at the Florida State University, where he also serves as the coordinator of the Counselor Education Program and School Counseling Track. Dr. Hines prepares pre-service school counselors, and his research agenda centers focuses on (a) college and career readiness for African American males; (b) parental involvement and its impact on academic achievement for students of color; and (c) improving and increasing postsecondary opportunities for first generation, low-income, and students of color (particularly African American males). Additionally, his research examines career exploration in the fields of Science, Technology, Engineering, and Mathematics (STEM) for students of color. Over the years, he has secured major funding from the National Science Foundation to study Black males and their decision to pursue advanced degrees in Engineering. Finally, he is a proud American Counseling Association (ACA) Fellow and recipient of the Association for Specialists in Group Work Al Dye Award.

Renae D. Mayes

Renae D. Mayes, PhD, NCC, is an associate professor in the Department of Disability and Psychoeducational Studies at the University of Arizona. She is a licensed school counselor and national certified counselor, with experience in K–12 schools along with specialized educational settings. Informed by Critical Race Theory, Critical Race Feminism, DisCrit, and bioecological systems theories, her research agenda focuses on the academic success and college readiness for gifted Black students with dis/abilities and Black girls. Her research details the experience of students and families navigating schools, while also offering specific recommendations for dismantling systems of oppression through policy and practice. Dr. Mayes has extended this research to include implications for leadership, advocacy, and collaboration for school counselors and school administrators.

Paul C. Harris

Paul C. Harris, PhD, NCC, NCSC is an Associate Professor of Education in the Department of Educational Psychology, Counseling, and Special Education at The Pennsylvania State University. He also holds affiliate appointments in African American Studies and the Center for Educational Disparities. Dr. Harris’ research focuses on achieving three goals: 1- Improving the college and career readiness process of underserved students; 2) Promoting the development of a multidimensional sense of self for Black male student athletes; and 3) Facilitating the empowerment of anti-racist school counselors. He is the creator of Men Passionately Pursuing Purpose (MP3), a program and mobile application that exists to see Black male athletes thrive in and out of sport. His work has been funded by numerous agencies, including the National Collegiate Athletic Association (NCAA). He currently serves on the editorial review board for the Professional School Counseling journal and on the Senior Advisory Board for The Professional Counselor journal. He is also the former president of the Virginia School Counselor Association and former member of the Board of Directors for the American School Counselor Association.

Desireé Vega

Desireé Vega, PhD, is an associate professor in the School Psychology program within the College of Education at University of Arizona. Her research focuses on three main areas: (a) fostering the academic success of African American and Latinx youth; (b) examining resilience in higher education among African American, Latinx, and first-generation college students; and (c) preparing culturally competent and bilingual school psychologists.