NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1056435
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
ISSN: EISSN-2158-592X
Intentional Teacher-School Counselor Collaboration: Utilizing Culturally Relevant Frameworks to Engage Black Males
Henfield, Malik S.; McGee, Ebony O.
Interdisciplinary Journal of Teaching and Learning, v2 n1 p34-48 Spr 2012
Teachers and school counselors must be trained to address many issues confronting students, including Black males. Increasingly, interdisciplinary partnerships are becoming the educational norm as a method to address the many problems that directly and indirectly impact students inside and outside school environments. However, too little has been written specifically in the teacher education literature about the potential of teacher-school counselor partnership (TSCP). Moreover, virtually nothing has been written about culturally relevant frameworks that teachers and school counselors can use to build partnerships designed to successfully engage and meet the unique and specific needs of Black males. This article presents the Phenomenological Variant of Ecological Systems Theory (PVEST) and Social Cognitive Career Theory (SCCT) as frameworks for establishing culturally congruent TSCPs with the potential to address Black males' academic and career concerns by meeting their personal and social needs. A vignette is presented to demonstrate the potential utility of the frameworks when working with Black males.
Southern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A