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Abstract
In this commentary on the special issue Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success, five current Black male school psychology graduate students highlight the necessity for social justice and equitable practices to be a critical component embedded within school psychology graduate programs to better support positive outcomes for Black males in schools. The authors incorporated their experiences to highlight inequitable practices and cultures within public schools that impact Black boys and provide suggestions for implementing systemic and individualized strength-based supports for Black students in schools. Furthermore, recommendations are discussed to help Black male graduate students prosper and feel safe within school psychology programs.
Additional information
Notes on contributors
Jordan Pollard
Jordan Pollard, MSW, MEd, is a second year PhD student in the University of Cincinatti school psychology program. His research interests include Black youth who are system involved. He is particularly interested in the mental health and academic outcomes of youth involved in the juvenile justice system.
Marcel Jacobs
Marcel Jacobs is 4th year PhD student at Ohio State University.
Kendell Kelly
Kendell Kelly, is a third year Ph.D student at Texas Woman’s University. His research focuses on Black students’ experiences in K-20 education, Black identity development and Black men in School Psychology.
Jarett Murphy
Jarett Murphy, is an EdS student at The University of Kentucky with research interest pertaining to creating safe and positive school climates for Black students, creating SEL curriculum for Black boys, and dismantling the school to prison pipeline.
Mitchell Allen
Mitchell Allen is a master student at the University of Kentucky.