Counting the Invisible Man: Black Males and the 2010 Census

iCount was a campaign to increase the expected low participation rates of black males in the 2010 census. This briefing paper provides an overview of that effort and lessons learned that could guide strategy for increased participation in the 2020 census

Family Matters

The report examines three issues that have a substantial impact on Black families and Black communities -- foster care, fatherhood and identity development. "Family Matters is a must read for not only grantmakers but for policymakers and family and child advocates alike," said Susan Taylor Batten, ABFE's President and CEO. "The investment strategies and recommendations outlined in this report offer important lessons and advice for those of us concerned with the well-being of Black families.

Stepping Up and Stepping Out: Profiles of Philanthropy Responding to an American Crisis

Stepping Up and Stepping Out profiles three philanthropic organizations that are making investments with a specific intent to create opportunities for black males: A Legacy of Tradition, Chicago Community Trust, and Schott Foundation for Public Education

Why We Can't Wait -- A Case for Philanthropic Action: Opportunities for Improving Life Outcomes for African American Males

This report examines programs and initiatives that impact the life outcomes of African-American males, gathers reflections from the field, and assesses needs and opportunities according to scholars, policy makers, advocates, and organizational leaders. The report documents its findings and recommendations in three categories: academia/research, practitioners/civil society, and public policy/advocacy

A CACREP-Informed Counselor Educator Developmental Model: Identifying Counselor Skills and Supports Needed For Neophyte Counselor Educators

The field of counseling has been undergoing radical change for the past 40 years as it changes with the demands of the population and as new problems arise with changes in societal needs. Groups such as the Council for Accreditation of Counseling and Related Educational Programs are working to create a program of counselor education that is singular and comprehensive to meet the needs of these changes. This mixed-methods study explored skills and supports that are needed to help counseling education students become effective future counselor educators. The researcher introduces a model of counselor educator development that will help to identify the skills and supports needed at different phases of the counseling student’s development. Bronfenbrenner’s Ecological System of Development (1979) and Super’s Archway Model of Career Development (1957) act as the base for creating this developmental model which includes an integration of counseling skills and mentor support to help students progress through the model. Eight participants were recruited to use Q-Methodology and Think Aloud Protocol to construct Q-sorts for specified phases of the developmental model to better understand the interaction skills and supports in counseling education programs. The researcher asks the following questions: (a) What are the core skills needed for counselors to traverse the proposed developmental model? (b) What are the core supports needed for counselors to traverse the proposed developmental model? (c) Do counselor educators agree on stages of skill development and the support constructs needed for successful navigation through the proposed developmental model. The findings include that counselor educators agree on the statements of skill and support development at the doctoral level, but are not in agreement about students at the masters level. The study also addresses the practical implications of counselor educator identity in the midst of change in counselor education program names, the diversity of specialized counselors, and the ever-changing counseling core curriculum to meet the needs of diverse populations. Finally, the study addresses some of its limitations and the recommendation of future research

Master of Your Domain: Descriptions of Interior Space in the Works of Charles Dickens and Elizabeth Gaskell as Social Justice Commentary

Abstract One of the results of the industrialization of Victorian England was a further straining of the relationship between the rich and poor. This was evidenced by events such as the Preston Strike, a prolonged labor battle between the workers and the masters of the cotton mills. Charles Dickens’s periodical Household Words covered the strike on two occasions, with Dickens himself writing the second article on the event. An attempt to bridge this cultural divide between the classes was undertaken by Elizabeth Gaskell in North and South, a novel that first appeared in Household Words and by Dickens himself in his novel Hard Times. While both novels focus on interior domestic spaces, their intended results are dramatically different. Elizabeth Gaskell uses interior space in North and South to defend English Paternalism by asking for increased sympathy for both master and worker, while Dickens uses interior space in Hard Times as a metaphor for the tyranny of Utilitarianism and to criticize the idea of mastery

The Development of Professional Responsibility in Counselor Training

Responsibility in the field of counseling is a complex, multi-faceted concept which includes responsibility to the client, responsibility to the profession, and responsibility to the self. These responsibilities encompass the profession’s global role, the call to establish consistent professional requirements, the American Counseling Association’s Code of Ethics, the developmental process of student skill acquisition and professional identity development, and the curriculum and training requirements of counselor education programs. Following a general exploration of responsibility in counselor education, this article focuses on when and how counselors-in-training (CITs), as they grow in counseling skills and professional identity through coursework and mentoring and supervision, develop a sense of professional responsibility. The survey research method was employed in this study. Results indicated that students felt the construct of responsibility most when preparing for and enrolled in field experience courses. Recommendations are then given to promote the continued development of professional responsibility in CITs over the educational continuum

Examining the Multiple Trajectories Associated with Dropping Out of High School: A Growth Mixture Model Analysis

Historically, students who fail to graduate from secondary school are considered as a single category of school dropouts. However, emerging literature indicates that there may be multiple subgroups of high school dropouts, termed a dropout typology. The authors’ purpose was to assess the extent to which a typology of dropouts was present in a large national dataset and to estimate the influence of the known covariates of dropping out on each of the subgroups. A growth mixture model was estimated using the Education Longitudinal Study 2002 (National Center for Education Statistics, n.d.) dataset and noncumulative grade point average during the first 3 semesters of high school. The model identified 2 main subgroups associated with dropping out, which accounted for 24.6% of the sample but contained 91.8% of the dropouts