Download the entire article ($10)
Beyond Social Justice for the African American Learner: A Contextual Humanistic Perspective for School Counselors
Lecretia Dye
Assistant Professor, Western Kentucky University
lecretia.dye@wku.edu
LaShonda B. Fuller
Assistant Professor, Chicago State University
lfulle20@cs.edu
Monica Burke
Assistant Professor, Western Kentucky University
monica.burke@wku.edu
Aaron Hughey
Professor, Western Kentucky University
aaron.hughey@wku.edu
Abstract
African American students’ ability to persist in an educational system that has historically viewed them as uneducable is a testament to their persistence and resilience. The authors provide a brief historical overview of how African American students have been treated since they were first brought to what later became the United States. A social justice framework is discussed as a solid foundation for addressing current inadequacies, with emphasis on the need for school counselors to move beyond their traditional understanding of the so-called “achievement gap.” Using a contextual humanistic approach, the authors suggest micro and macro level action steps that school counselors can take to enhance their efficacy when working with African American students.
Keywords: African American students; Humanistic Counseling; Oppression; Social Justice; Urban Education
