Date of Award

12-1-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education and Social Sciences

First Advisor

Deborah Conner

Second Advisor

Tiffany Hollis

Third Advisor

Nicole Arcuri-Sanders

Abstract

Six teachers representing three sites in a single school district shared their perceptions through interviews regarding school counselors' effectiveness when supporting African American middle-level males academically, socially, and emotionally. A reflexive thematic analysis guided this study with the help of the sociocultural and expectancy theories. As participants shared their perceptions through interviews, they answered the three research questions that guided the research. The research questions are: (a) What are teachers' perceptions of the effectiveness of school counselors in addressing the unique social and emotional needs of African American male students? (b) What do educators expect of school counselors regarding supporting African American male students' academic, social, and emotional success? and (c) What are teachers' perceptions of their role regarding collaboration with school counselors to promote student academic, social, and emotional success?

This research revealed that teachers perceived school counselors as effective when supporting African American middle-level students. As teachers shared their expectations of school counselors, they often expressed the expectation of collaboration. The collaborative efforts between teachers and school counselors are vital as middle-level students explore different roles, values, beliefs, and relationships to find themselves and fit in with society's norms. Additionally, following the unique challenges faced by middle-level students, according to Erikson (1985), it is essential to note the societal influences that negatively affect African American male students.

This study adds to the literature and the need for potential targeted professional development for teachers to better understand school counselor roles and responsibilities and iv work more collaboratively to support students. Participants emphasized the need for professional development to collaborate more effectively with school counselors to help students.

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