Henfield, M. S. (2012). School Counseling for Gifted Black Males.Gifted Child Today, 36(1), 57-61.
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.
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