Erik M. Hines – författare

Former First Lady, Michelle Obama believes that every individual should have some type of postsecondary education or training beyond high school to achieve economic and personal success (Reach Higher Initiative, Better Make Room, 2019). Educational attainment (e.g., a high school diploma, college degree, or postsecondary training) provides career opportunities for advancement into leadership positions and benefits such as health insurance and retirement (Heckman, 2000). Additionally, an individual with a college degree can make over one million dollars more over a lifetime in salary than someone with a high school diploma (Carnevale, Cheah, & Hanson, 2015). Acquiring a college degree can lead to employment opportunities and is considered an asset in the U.S. economy (Washington, 2010). However, certain populations encounter barriers to attaining an education, particularly a postsecondary education, leading to a disparity in receiving the aforementioned benefits. Some of these populations include African American students, LGBTQ students, and students with disabilities. There is a dearth of information and research on providing guidance on implementation, research, and best practices in equity-based career development, college readiness, and successful postsecondary transitions for minoritized, at risk, or vulnerable populations.

The editors of this volume invited authors with research and practice expertise around various student populations in preparing them for college and career readiness as well as postsecondary transitions. This book is the first of its kind to discuss career development and postsecondary transitions from an access and equity perspective. Further, this text serves as a call to action to ensure the United States’ most vulnerable populations has an opportunity to successfully transition into multiple postsecondary options after high school.

Black males face several active and inactive discriminations across society. In education, they encounter stiffer disciplinary actions such as out of school suspension and expulsion than their White peers, are overrepresented in special education programs as well as over diagnosed; are underrepresented in gifted in talented programs; advanced placement and honors courses; and have the lower college graduation rates compared to other racial groups. Although these issues are barriers to Black male success, we know that for every challenge, there is a solution to improving academic, career, and life outcomes for Black males.

Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers. The chapter authors address the gap on research from a strengths-based perspective, around implications of the COVID-19 pandemic on Black male educational attainment, the increased anti-black racism around police racial profiling and disciplinary issues in education, and academic and career outcomes of Black males. More importantly, the chapter authors provide recommendations for policy, practice and research.

Black males face several active and inactive discriminations across society. In education, they encounter stiffer disciplinary actions such as out of school suspension and expulsion than their White peers, are overrepresented in special education programs as well as over diagnosed; are underrepresented in gifted in talented programs; advanced placement and honors courses; and have the lower college graduation rates compared to other racial groups. Although these issues are barriers to Black male success, we know that for every challenge, there is a solution to improving academic, career, and life outcomes for Black males.

Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers. The chapter authors address the gap on research from a strengths-based perspective, around implications of the COVID-19 pandemic on Black male educational attainment, the increased anti-black racism around police racial profiling and disciplinary issues in education, and academic and career outcomes of Black males. More importantly, the chapter authors provide recommendations for policy, practice and research.