Renae D. Mayes

The Intersection of Race, Disability, and Giftedness Understanding the Education Needs of Twice-Exceptional, African American Students

Current literature on twice-exceptionality (gifted and special education) provides a general framework in understanding the experiences of gifted students with disabilities. More specifically, it highlights the challenges in identification as well as the personal and social challenges students often endure as they progress through school. However, few theoretical- and research-based publications have examined the intersection of race, disability, and giftedness. This article discusses this intersection, with specific attention on African American, twice-exceptional students, and it provides specific recommendations for preservice and in-service educators. In addition, implications for future research are discussed.

Adversity and Pitfalls of Twice-Exceptional Urban Learners

Current research provides unique insights into the experiences and context of twice-exceptional students in K-12 schools. However, within this literature, a critical gap exists concerning the voices of twice-exceptional African American students and their families. The current qualitative study examined the perceptions, attitudes, and experiences of eight African American artistically gifted students with disabilities and three parents in a large, urban school district in the Midwest. Three major themes emerged from qualitative interviews: (a) the significance of labels, (b) social and personal experiences of exceptionality, and (c) challenges and strategies in the school environment. To this end, findings indicate that students experience their special education identity much differently from their gifted identity.

Chutes and Ladders: Young African American Males Navigating Potholes to Achieve Academic Success

Abstract There has been a substantial increase in the number of successful African Americans. However, many students, especially African American males, continue to encounter numerous academic obstacles. This chapter focuses on the factors (e.g., social, academic, personal, and familial) that African American males often have to navigate throughout their PreK-12 schooling. Hindrances, such as poverty, lack of academic readiness, poor school experiences, teacher quality, and peer influences, often negatively impact the academic progress of these students and their access to higher level or gifted instruction. In this chapter, the authors discuss strategies that best counter these factors and support and supplement gifted black boys’ educational experiences. Additionally, educational practice and policy recommendations are provided.

Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools

Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings.

Affective and developmental transitions: qualitative themes in multicultural counseling journals

Purpose – The purpose of this paper is to examine how multicultural counseling students expressed their understandings about themselves and others in relation to diversity. The authors wanted to know how cognitive development, affective development, and sense of self-evolved during a multicultural counseling class to examine all aspects of growth. Design/methodology/approach – Themes from a phenomenological qualitative analysis of journals from a multicultural counseling class suggest that students struggle with cognitive challenges (dealing with ambiguity, internalizing multicultural concepts, and self- and other-acceptance) and affective challenges (anger, guilt, and fear) in attaining multicultural growth. Findings – This expanded view of multicultural growth that includes affective challenges can fill a prior gap in understanding how multicultural learning occurs. Research limitations/implications – Implications are explored for counselor educators and supervisors. Originality/value – Recent use of jo...

The Parent–High School Counselor Relationship and Students’ Postsecondary Enrollment

ABSTRACT This study examined the association between the high school counselor–parent relationship and students’ postsecondary enrollment (PSE) in a nationally representative sample of 4,406 parents selected from the High School Longitudinal Study of 2009. Findings indicated that parents’ postsecondary expectations, their participation in schools, and STEM engagement were all positively related to students’ postsecondary enrollment. Parent contact with the school counselor was negatively associated with taking postsecondary classes.

Meeting the Academic and Socio-Emotional Needs of Twice Exceptional African American Students through Group Counseling

Abstract 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.

Balancing Academics and Athletics in High School: A Phenomenological Study of Three Black Male Student Athletes

Black males have historically experienced life on the margins of society, particularly with regard to their being underserved in their educational experience. Many Black males are drawn to sports as an avenue to social, political, and economic mobility. However, Black males do not often experience the same benefits from sports participation as do other groups such as White males, particularly with regard to educational success. This is particularly true of student athletes who compete at a high level. Given the importance of college readiness and success, this is a concern worth exploring further. This paper describes the experiences of three Black male student athletes who successfully manage their academics and athletics while in high school. Several themes deemed critical to this process are noted.