School Counselors and the Multidimensional Identity Development of Black Male Student-Athletes

• In Event: Preparing and Supporting School Counselors to Meet Equity Challenges

Abstract

This paper explores the multidimensional identity development of black male student-athletes across K-12 schooling, with a focus on the role of school counselors in challenging the reductive athletic identity narratives and promoting holistic student growth. Drawing from identity development theory (Erikson, 1968), as well as intersectional and critical race perspectives (Crenshaw, 1991; Harper, 2018), this conceptual synthesis proposes an antiracist strengths-based school counseling framework. The framework is also informed by an anti-deficit approach to Black male student-development and affirms the role of schools - particularly school counselors - as critical spaces for resisting identity foreclosure and athletic exploitation (Cooper, 2019; Hawkins, 2010).

This synthesis draws upon educational, counseling, and sociological research to demonstrate how school counselors can intervene across developmental stages to affirm the full humanity of Black male student-athletes. Numerous studies show that Black boys are often funneled into athletic roles from a young age, with their physical talents disproportionately emphasized while their academic and other strengths are overlooked (Beamon, 2014; Harrison et al., 2011). School counselors can facilitate the disruption of this pattern through culturally responsive, developmentally appropriate, comprehensive programming that affirms multiple identities and counters stereotypes (Singer, 2008; Harris, 2015; Harris et al., 2015). Strategies such as group guidance lessons, the use of identity-affirming literature, career exploration, affinity spaces, academic advising, and collaboration with coaches and families are discussed.

By integrating counselor-led interventions across developmental stages and contexts, this paper contributes a practical, research-based roadmap for supporting Black male student-athletes. It fills a gap in K-12 counseling literature, highlighting the importance of early, culturally responsive, developmentally aligned interventions that affirm the full humanity of Black student-athletes – academically, emotionally, and athletically.


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Author

• Paul C. Harris, Virginia Commonwealth University