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Abstract
This conceptual article presents an advocacy discussion for school counselors in pK-12 schools to call for counseling practices that can effectively address issues of access and equity among Black male students with international backgrounds from Africa. The authors outline a grounded framework utilizing both the American School Counselor Association Role Statement of School Counselors and the Multicultural Social Justice Counseling Competencies (MSJCC) in guiding school counselors to serve as advocates and change agents in working with this population. The article advances to highlight the need for school counselors to serve as allies and social justice advocates to support academic and life success. By providing culturally responsive and evidence-based practices for Black male students with international backgrounds from Africa, school counselors can achieve equity and access for the target population. The article then presents statistics and demographics of African immigrants to the United States and the diverse reasons that prompt emigration to the U.S. The article advances to discuss the educational issues and needs of first and second-generation Black male students of African immigrant parents to the United States, including social and career developmental areas. The article moves forward to discuss aggregate experiences within the U.S. education system, including resiliency and challenges faced among the target population. The authors propose a future research study from this conceptual article could be an investigation to how school counselors use of the MSJCC may impact student development including mental wellness among Black male students from Africa. Finally, the article outlines recommendations on how school counselors can partner with students and families to maximize college/career opportunities, academic resources, and social connections that promote positive development and success.
Keywords: Black male students, African immigrants, multicultural counseling, social justice, advocacy
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