Malik S. Henfield

Inside and outside Gifted Education Programming: Hidden Challenges for African American Students

This qualitative study used Critical Race Theory as a theoretical framework to examine the meaning, context, and process by which 12 African American students in gifted education programs formulated perceptions of their experiences in those programs. The following themes emerged from the semistructured, biographical questionnaires and individual interviews: (a) critical issues facing gifted African American students; (b) ways that the students navigate the perils of gifted education; and (c) the benefits of gifted education. These themes highlight the salience of race inside and outside gifted education programs. The research findings also provide practical applications for teachers, principals, school counselors, and parents.

Urban African American Males’ Perceptions of School Counseling Services

Using a qualitative framework, researchers explored urban African American male students’ perceptions of their school counselors and the ways to improve school counseling services. While participants reported positive feelings toward their school counselors, they identified specific services school counselors can offer them to optimize academic and personal/social performance. The authors discuss the findings’ implications on urban school counseling service delivery.

Developing a Unified Professional Identity in Counseling: A Review of the Literature

The rationale behind establishing a strong professional identity in counseling includes increasing the likelihood of ethical performances, an advanced awareness of counseling roles, and, ultimately, a better chance for the profession to survive. Scholars have underscored the importance of developing a unified professional identity, but have yet to do so in a way that has generated widespread support. This article presents a review of the literature detailing efforts to define professional identity and its components.

Masculinity Identity Development and Its Relevance to Supporting Talented Black Males

The purpose of the article is to provide a brief introduction to Black male masculine identity development and relate it to the field of gifted education. It will begin with information related to identity development that is applicable to Black males. Next, the phenomenological variant of ecological systems theory (PVEST) will be explored and used as a framework for understanding how Black males develop identities that may enhance or impede the likelihood that they become willing participants in more challenging academic contexts. Finally, the article will end with a discussion of the implications of an increased understanding of Black male masculine identity development for gifted educators as well as recommendations for improved recruitment and retention of Black males in advanced academic classes and programs.

School Counseling for Gifted Black Males

Oftentimes, when the subject of how to maximize Black students’ talent in gifted and advanced courses and programs is broached, they are treated as a monolithic entity. Too little scholarship explores gender differences among Black males and females. Yet, there is considerable evidence that unsuccessful attainment of academic excellence may be more troublesome for Black males than females at many points along the educational pipeline. School counselors, trained to understand the intended and unintended consequences of ignoring the importance of race and gender, are well equipped to assist in the efforts to increase the academic performance of gifted and talented Black males. The purpose of this article is to provide a brief introduction of the cumulative risks associated with being Black and male in educational settings as well as a discussion of how these risks are associated with mental health and academic performance. The article concludes with a discussion of implications for school counselors.

Black Father Involvement in Gifted Education: Thoughts from Black Fathers on Increasing/Improving Black Father-Gifted Teacher Partnerships.

Black fathers are important advocates in addressing the underrepresentation of Black students in gifted programs, as well as the achievement gaps between Black and White students. Black fathers increasingly understand the important role that Black mothers have traditionally played in supporting their gifted children’s school experiences. As a result, many are learning to value and embrace their fatherly role in nurturing their child’s academic potential by establishing and cultivating relationships with gifted education teachers. Improving Black father and gifted education teacher partnerships requires examining assumptions about Black father involvement and acknowledging the shift in Black family images inspired by President Obama and the First [Black] Family. What are stereotypical views of Black men that undermine their motivation to become involved with schools or that hinder teachers’ desire to work with Black men? What resources and support exist for gifted education teachers to engage Black fathers in the education of their children? In this article, the authors address these questions and related issues. Furthermore, they also share personal and professional insights to encourage teachers to understand and initiate Black father involvement through the lens of engagement, accessibility, and responsibility.

The Achieving Success Everyday Group Counseling Model: Implications for Professional School Counselors.

This article presents the Achieving Success Everyday (ASE) group counseling model, which is designed to help school counselors integrate students’ academic and personal-social development into their group work. We first describe this group model in detail and then offer one case example of a middle school counselor using the ASE model to conduct a group counseling intervention in a school setting. Finally, implications for school counselors are presented.

Too Smart to Fail: Perceptions of Asian American Students' Experiences in a Collegiate Honors Program

There is a considerable history of misunderstandings associated with Asian American in education. Although many educators and scholars have begun to pay more attention to unique issues associated with this population, studies exploring these students’ experiences as honors students in collegiate contexts are scant in the educational literature. The purpose of this study is to explore high-achieving Asian American students’ perceptions of their experiences in a collegiate honors program. Using an ecological framework, the authors explored four Asian American students’ unique experiences as members of a collegiate honors program at a large university in the Midwest. Using consensual qualitative research as a methodological framework, six domains were found: (a) experiences in the honors program, (b) resources, (c) perceptions of ethnic identity, (d) career aspirations, (e) suggestions for gifted students, and (f) needs and hopes.

The Stress of Black Male Achievement: Ten Nonnegotiables.

Oftentimes, when the subject of Black students’ talent maximization in gifted and advanced courses and programs is broached, students are treated as a monolithic entity. In fact, there is considerable evidence to suggest that unsuccessful achievement of academic excellence may be more troublesome for males than females at many points along the educational pipeline (Ford, 2010; Grantham, 2004a). School counselors, trained to understand the intended and unintended consequences of ignoring the importance of race and gender are well equipped to assist in the battle to increase the academic performance of talented Black males and—by extension—aid in ameliorating the achievement gap between the best and brightest Black students. The purpose of this column is to provide a brief introduction of the cumulative risks associated with being Black and male in educational settings as well as a discussion of how these risks are associated with mental health and academic performance. The column will conclude with a discussion of implications for school counselors.

Addressing Academic and Opportunity Gaps Impacting Gifted Black Males Implications for School Counselors

To date, counseling is far behind many other helping professions in terms of producing scholarly literature highlighting and informing gifted Black male students’ needs and how to meet them. In particular, very little has been written about opportunity gaps that disproportionately place gifted Black male students at an academic disadvantage. Without such information, school counselors are left with an inadequate or less than comprehensive understanding of the potential issues associated with being Black, male, and identified as a gifted student. Therefore, the purpose of this article is to draw attention to common opportunity gaps in relation to gifted Black male students and ways school counselors can address them in and out of schools.