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Disrupting White Hegemony: A Critical Shift Toward Empowering Black Male Youth Through Group Work

Lopez-Perry, Caroline
Abstract
Despite the unique and pressing needs of Black male students in schools, there has been a significant gap in the availability of culturally responsive group counseling models to support and empower this population. In this commentary article, I discuss the theory and research underlying the ASE group model for Black male middle school youth. Drawing on Steen et al. (2023) use of Critical Race Theory for reconceptualizing the ASE group model, I expound on the concept of white hegemony in school counseling. School counselors may unconsciously impose white cultural norms and values on students, hindering the effectiveness of the ASE model. To counteract white hegemony, I propose several strategies for creating a more inclusive, healing, and growth centered group environment.
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Journal of School-Based Counseling Policy and Evaluation
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https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1089&context=jscpe&unstamped=1
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culturally responsive group counseling, Critical Race Theory, school counseling, Black boys, middle school
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https://doi.org/10.25774/2pd3-a231
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https://scholarworks.wm.edu/handle/internal/12876
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