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When it comes down to school counselors they always taught me to think positive to avoid getting deep into negativity. In conclusion the article not only opened my eyes to a new subject and to remember to not focus on what isn't there but to be thankful to the things that are there.

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Having group sessions with disabled black students and students counselors can help students cope with the stereotypes of being disabled (Mayes, 2020). Mayers (2020) also explains that working with school counselors allow those disabled students to see the positives of their everyday life and not focus on their disability (Mayers, 2020).

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The article mentions that group sessions with school counselors are great for the development of close relationships amongst the group members (Mayes, 2020).

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When looking into the article a bit more I read that benefits to group counseling for black students with disabilities is being able to talk about their disabilities (Mayes, 2020)

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The article I chose was called College and Career Readiness Groups for Gifted Black Students with Disabilities. I chose this article because it is a topic that I didn't know existed.

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Current literature on gifted Black students with disabilities is growing but still limited in regards to specific college and career readiness needs of these students. This article discusses the unique academic and socioemotional needs as they related to career development for these students. Based on the academic and social needs of students, the author provides a group counseling intervention that professional school counselors can use to foster positive identity development while exposing students with disabilities who are also Black and gifted to college and career readiness activities.

Keywords: Black students; school counseling; gifted education; special education

As the landscape of education continues to change, greater attention and focused have been placed on college and career readiness. The hope, of course, is that increased attention on college and career readiness will better prepare students for postsecondary educational opportunities and ultimately, their future careers. However, often left out of the discourse are students with vulnerable identities. More specifically, conversations around college and career readiness often fail to include students are the intersection of race, gender identity, and ability status. This is particularly important as gifted Black with disabilities have unique experiences throughout their educational pursuits (R. D. Mayes, [29]; R. D. Mayes & Moore, [31], [32]).

It is estimated that gifted students with disabilities, also known as twice exceptional students, represent 2-7% of the K-12 student population (Trail, [39]). However, it is likely that this is an underestimation due to the challenges around culturally responsive identification practices. For example, scholars have highlighted that educator bias often leads to students being seen for characteristics related to their disability despite having characteristics associated with giftedness (Bianco, [ 7]; Rinn & Nelson, [34]). Additionally, twice exceptional students may also experience phenomena called masking, where their special needs are masked by their giftedness or vice versa (Foley Nicpon et al., [14]). This could mean that students appear to be average rather than needing supports for both their giftedness and special needs.

Another important challenge to highlight around culturally responsive identification practices concerns student cultural identity. African American students, in particular, stand a greater likelihood to be recognized for their special needs and completely overlooked for gifted education services (R. D. Mayes & Moore, [31]; Gardner & Mayes, [18]). Disproportionate representation in both gifted and special education is often impacted by teacher referral practices which may be influenced by deficit views of student cultural backgrounds (R. D. Mayes & Moore, [31]; Ford, [16]). Should Black students be referred for gifted and/or special education, they may continue to face barriers to having their exceptionalities (giftedness and special needs) being properly identified due to the nature of standardized testing (i.e., intelligence tests) that are often used as the identification process. These tests are often culturally bias and are poor indicators of potential for Black students; thus, leaving students more likely to have their special needs identified (R. D. Mayes & Moore, [31]; Waitoller et al., [40]).

It is important to note, twice exceptional students have a range of characteristics related to their giftedness and their disability (R. D. Mayes & Moore, [31]). For example, gifted Black students with a learning disability may have greater skills in verbal comprehension, conceptualization, and reason. They may also have weaker skills related to spatial abilities, decoding, auditory working memory, and processing speed (Assouline et al., [ 4]). As students experience both exceptionalities, it may be possible that there is a gap between actual and expected academic outcomes. This may lead educators to perceive this gap as a lack of motivation or laziness rather than challenges related to their disability (Foley Nicpon & Assouline, [15]).

Twice exceptional Black students may have unique experiences on their educational pursuits. Should twice exceptional Black students be properly identified for their special needs as well as their giftedness and given access to gifted education, it is likely they are one the few students of color in gifted education, as well as one of the few students with a disability (R. D. Mayes & Moore, [31]). However, it is more likely that they will be underidentified and served primarily in special education services (R. D. Mayes & Moore, [31]). As a result, they are less likely to have access to rigorous courses (i.e. honors, Advanced Placement, etc.). when compared to their peers (Robinson et al., [35], [36]). Lack of enrollment and access to gifted education as well as rigorous coursework may impact the development of academic knowledge and skills as well as educational aspirations for twice exceptional Black students.

Not only can this experience be isolating as few of their peers and educators may relate to or even understand their experiences and cultural background (R. D. Mayes & Moore, [31]; Ford, [16]). This cultural mismatch and lack of understanding can create an environment where twice exceptional Black students have to combat stereotypical views of Black inferiority and bias from their peers and educators while trying to make sense of what their identities mean for them personally (R. D. Mayes, [29]; R. D. Mayes & Moore, [31], [32]; Ford et al., [17]; Mayes et al., [30]). If these messages become internalized, twice exceptional Black students are likely to disengage from the school environment, underachieve, and develop poor self-esteem (R. D. Mayes & Moore, [32]; Ford, [16]).

There may also be challenges in interactions with educators around accommodations and supports in the classroom environment. For example, R. D. Mayes and Moore ([32]) found that despite having individualized education plans (IEPs), twice exceptional Black students reported that educators lack knowledge of their specific needs and often ignored accommodations that were specified in the IEP. Instead, teachers often communicated with rudeness and hostility toward students' needs, indicated that the student should "get over it" and "go back to where you came from" (R. D. Mayes & Moore, [32], pp. 182-183). These negative interactions can further isolate twice exceptional Black students, who may view the school environment as a whole as hostile. Thus, when there are academic needs or other concerns, they are less likely to seek assistance or counseling (Bryan et al., [10]; R. D. Mayes & Moore, [32]; Henfield et al., [21]). While students may be less likely to seek out support, even the best of educators may have limited information, knowledge, and training on how to best support twice exceptional Black students (R. D. Mayes, [27]; Leggett et al., [25]).

Currently, there are no studies focused specifically on the college and career readiness needs of twice exceptional Black students. After the initial comprehensive literature search using databases (e.g., Academic Search Premier, ERIC, PsychINFO), the author has broadened the search to include career development of twice exceptional Black students, twice exceptional students, gifted Black students, gifted students, Black students with disabilities, and Black students. This expansive literature review provides a framework for understanding the college and career needs for twice exceptional Black students.

Career decision-making and aspirations are often guided by cultural and familial expectations as well as familial experiences around college-going (Booth & Myers, [ 8]; Greene, [20]; Smith & Fleming, [37]). Twice exceptional Black students' college and career aspirations are likely shaped by their collectivistic cultural background and familial roles which they occupy (Maxwell, [26]). For example, twice exceptional Black students may have familial obligations to fulfill (i.e. caretaker, provider, etc.) which is a significant factor in college and career aspirations and future planning as a whole. Further, twice exceptional Black students who are first-generation college students may face challenges on planning and attending postsecondary educational opportunities. For example, while their families may hold high educational and college aspirations for their child, they may have limited knowledge regarding the college-going process and (i.e., entrance requirements, affordability, etc.) (Kirk et al., [24]).

As it may be challenging for twice exceptional Black students to reconcile their identities on their academic journey, this can also create a challenge in college and career readiness. Black students, in particular, may experience an increase in negative racialized experiences which may impact their career aspirations, trajectory, and overall identity development (Tovar-Murray et al., [38]). As such, when twice exceptional Black students have lower levels of cultural identity development and face racism-related stress, they are less likely to be successful and lower career aspirations (Tovar-Murray et al., [38]). This likely happens because they have internalized such negative messages. However, when students have strong cultural identities, they are able to better navigate racism-related stress while pursuing their career aspirations (Bounds, [ 9]; Tovar-Murray et al., [38]). Essentially, strong cultural identity development can act as a buffer in the face of racism-related stress and could cultivate higher career aspirations (Tovar-Murray et al., [38]).

Additionally, twice exceptional Black students may experience career indecisiveness, where they may have multiple areas of interest and talents which may make it difficult to choose a path to pursue (Greene [19], [20]). Having multiple areas of interest can make narrowing the postsecondary educational opportunities including selecting a college major or specialty difficult. Further, twice exceptional Black students may be hopeful to gain admission and be successful in college, but unsure of how their skills and academic profiles align with colleges of interest. For example, students may struggle to be admitted to their particular college of interest because of the intersection of their giftedness and disability. This may mean that there are discrepancies between ability and academic measures (i.e., test scores, GPA, etc.), which can be heavily weighted in college admissions decisions. Twice exceptional Black students may also be unclear on accommodations that are available for college admission tests (i.e. SAT, ACT) which could greatly impact their performance and ultimately admission into certain postsecondary educational opportunities. Further, students may struggle to locate sources of support social and academic needs as well as their financial needs (Greene [20]; R. D. Mayes & Moore, [32]). This is particularly important as students may be unaware of offices of disability support services as well as cultural offices and spaces that could support them holistically. Instead, they may arrive at campus without these supports and struggle both academically and socially which can lead to greater challenges in retaining and graduating twice exceptional Black students (Green, 2006)

While negative experiences around identity (i.e., racism-related stress, internalizing White cultural standards, etc.) can be a deterrent to healthy vocational identities and aspirations, strong cultural identities can serve as a buffer to psychologically protect students' career aspirations (Tovar-Murray et al., [38]). Further, stronger cultural identities also have a positive relationship with career decision self-efficacy (Bounds, [ 9]). This means that when twice exceptional Black students have a strong sense of self, including their intersecting identities (i.e. race, giftedness, disability, etc.), they have greater confidence in their ability to successfully complete career decision tasks and behaviors (Bounds, [ 9]).

As twice exceptional Black students may face a myriad of negative school experiences and career-related challenges, group counseling may prove to be a vital part of systemic advocacy and support (Mayes et al., [28]). Their experiences would certainly warrant more professional development and training for educators which would complement the work that could be accomplished through group counseling. Group counseling provides a "social environment in which members can learn and practice new behaviors, exchange feedback, and experience support" (Erford, [13], p. 292). As such, group counseling can be used to address a wide range of academic, socioemotional, and career issues which may be psychoeducational, problem-centered, growth-centered, or crisis-centered (Erford, [13]).

In the school setting, school counselors would be ideal supports for twice exceptional Black students. School counselors are an integral part of the school community who are charged to ensure that all students are successful and reach important academic, socioemotional, and career developmental benchmarks (American School Counselor Association, [ 1]). Further, school counselors are trained to provide data-informed comprehensive school counseling services and activities to meet the needs of a diverse student population (Young & Kaffenberger, [44]). As a part of the comprehensive program, school counselors also provide group counseling as a direct service to student populations who might be marginalized or underserved (American School Counselor Association, [ 2]; Pérusse et al., [33]). In this sense, group counseling provides direct support to students while other systemic intervention and advocacy efforts may occur to create a better educational environment for all students. With particular focus on the twice exceptional Black students, school counselors can use group counseling to provide holistic support where socio-emotional and academic issues are understood to be interrelated to career aspirations and development (Mayes et al., [28]).

Group counseling has been shown to be a useful intervention in supporting Black adolescents as it may allow for a shared experience that is consistent with cultural preferences for social relationships (Day-Vines et al., [11]). As such, social relationships may allow for a strong connection between group members in addition to a greater interplay between group goals and group member responsibility for achieving those goals (Day-Vines et al., [11]). This is particularly helpful for school counselors engaged in group work to address the realities that Black adolescents face in schools. (Dowden, [12]; White & Dixon, [42]). Foundational to these group counseling interventions is cultural responsiveness with readily integrates student identity and culture into the process to promote student growth both academically and socioemotionally. For example, a group counseling intervention which focused on increasing self-advocacy skills for Black adolescents also supported growth in student self-concept as well as academic motivation (Dowden, [12]). Similarly, Bailey and Bradbury-Bailey ([ 5]) detail a similar group counseling intervention for Black males in high school settings. Authors found that Gentlemen on the Move group counseling intervention nurtured academic and socioemotional growth for participants (Bailey & Bradbury-Bailey, [ 5]). In both of these groups, student identities were seen as an asset and strength which allowed for greater connection among group members.

Given the challenges that twice exceptional students may face as a part of career development, group counseling can be helpful in building skills to mitigate such challenges. It is important to note that group itself should keep several therapeutic factors (Yalom, [43]) at the core as each is connected to the overall goals of the group. These factors include universality, cohesiveness, installation of hope, and imparting information. Universality refers to the shared experiences, thoughts, feelings, and challenges that group members might face. When they recognize the ways in which they are universally connected, they can normalize their experiences among fellow group members. Additionally, cohesiveness reflects the trust, belonging, and togetherness that is experienced by group members. In combination with universality, cohesiveness helps and can draw upon their collective strength to support one another. They see themselves as a team moving forward toward goals. Installation of hope builds on universality and cohesiveness. It refers to growth that each group member experiences as they see their peers grow. Installation of hope reflects the healthy optimism that group members may experience as they are reaching their future goals and reconciling their identities. Finally, imparting information involves the facilitator of the group, the school counselor, who is sharing developmentally appropriate and relevant instruction and education throughout the group counseling experience. This information is pertinent to group members growth and skill development while demystifying pathways to goals.

As group counseling may be an appropriate support for twice exceptional Black students, school counselors must also ensure that they have the appropriate skillset to be effective. First, school counselors should have a depth of knowledge about cultural and ability identities and how both shape development. In particular, school counselors should understand how these identities often carry with its experiences of bias both inside and outside of school experiences which ultimately may impact future aspirations and goals (R. D. Mayes & Moore, [31], [32]). As such, school counselors should work to understand and challenge the ways in which they perpetuate this bias in the school environment (Holcomb-McCoy & Chen-Hayes, [22]; Welton & Martinez, [41]). In addition to addressing their own bias, school counselors must also work to develop skills for culturally responsive practice. Culturally responsive school counseling practice centers social justice, advocacy, and equity through the utilization of student empowerment, multicultural counseling theories, and strengths-based approaches (Holcomb-McCoy & Chen-Hayes, [22]; Holcomb-McCoy & Gonzalez, [23]; Welton & Martinez, [41]).

In preparation for group counseling focused particularly on college and career readiness, school counselors may need to consider different measurable outcomes related to group goals that can be utilized as the perception (pre/posttest) as well as results data. While academic and behavioral measures (i.e. grades, academic self-efficacy, etc.) may prove to be helpful results data, it is also important to gather results and perception data related to college and career readiness. For example, school counselors may consider using a career decision self-efficacy scale (Betz et al., [ 6]) for perception (pre/posttest) data as well as results data related to college-going (i.e. college admission test taking, college visits, number of applications, etc.). More specifically, perception data from the career decision self-efficacy scale allow school counselors to compare student scores from before and after the group experience to understand the ways in which students have changed. This scale, in particular, includes questions related to four key components of career decision-making including self-appraisal of one's abilities, skills needed to gain information about potential occupations, the relationships between characteristic and career goals, creating education plans related to career choice, and problem-solving to deal with unforeseen issues (Betz, Klein, & Taylor, [ 6]). Further, college-going data can also provide insights into the ways students have changed behaviorally as a result of their group experience. In their totality, an intentional, comprehensive understanding of student data will be helpful to understand the effectiveness of the group counseling experience for twice exceptional Black students.

The group counseling experience may consist of eight sessions (American School Counselor Association, [ 1]) which address the socioemotional, academic, and career development needs of twice exceptional Black students based in the ASCA Mind-Sets and Behaviors ([ 3]) as well as the aforementioned literature. Group session scope and sequence can be found in Appendix A.

Group counseling in the aforementioned format may be beneficial for twice exceptional Black students who may be working to reconcile their identities while college and career planning. The group counseling format offers an opportunity to investigate their identities. Students also have the opportunity to address the proverbial elephant in the room, to call out their unique identities, the ways in which they are stereotyped and experienced, and how they actually desire to make meaning of such (R. D. Mayes & Moore, [31], [32]; Mayes et al., [28]). Additionally, the group counseling experience provides a space to address the unique college and career readiness needs of twice exceptional Black students. As such, school counselors have the opportunity to take a holistic approach to help students increase their self-efficacy and self-esteem while helping students to navigate the sometimes tough terrain of both schooling and society as a whole to reach their career goals.

The sessions are sequential and build on one another. The first session begins this experience with an initial introduction to the group experience as well as setting norms and rules. School counselors should also complete the baseline assessment for the group process which may include academic and career decision self-efficacy measures. School counselors should also help students to start connecting with one another to help build group cohesion. Session 2 group members begin to start investigating themselves and their uniqueness. This is particularly important as these students are likely to be underrepresented in gifted education and have few peers that share their identities (R. D. Mayes & Moore, [31]). It would be important that school counselors help students take a strength-based approach as they begin to unpack their experiences both inside and outside of school. This will help further build cohesion and universality within the group. For example, school counselors may ask students to reflect on what they think their "superpowers" are and how they use each inside and outside of school. As students share, school counselors may ask group members ways they may possess similar superpowers or how they might have different superpowers and provide examples of such. Session 3 and 4 both focus specifically on how student identities come together in school. Students have the opportunity to name their specific experiences and share ways in which they have been able to navigate such. These sessions provide an opportunity for students to be more vulnerable with one another and keep building cohesion and universality by sharing these experiences. In these sessions, it may be helpful for school counselors to guide the students in their reflections to think about specific aspects of school (i.e., interactions with their peers, teachers, English vs. math class, art, etc.). Students are likely to share tremendous challenges like cultural mismatch in the educational setting, deficit views from staff, bias from their peers, which may also be internalized (R. D. Mayes, [29]; Ford et al., [17]; Mayes et al., [30]). As such, school counselors may also intentionally ask about exceptions, where students have found support or positive experiences while also seeking to understand the ways in which students have successfully navigated such. School counselors should also use these sessions to focus on building self-advocacy skills and resilience with the group in addition to coping skills as needed. In this way, the school counselor is both imparting knowledge, building stronger identities, and reinforcing the instillation of hope which are needed for the latter sessions (Mayes et al., [28]; Tovar-Murray et al., [38]).

The latter half of the group sessions shift to focus specifically on college and career readiness while building on the central factors of the group. Session 5 focuses on what it means to be a twice exceptional Black student in pursuit of careers, which is particularly important as their previous experiences, both positive and negative, have likely shaped their thoughts about future careers (Tovar-Murray et al., [38]). Students have the opportunity to talk about the ways in which their college and career aspirations are shaped by their identities, families, along with the barriers they perceive (Bounds, [ 9]; Maxwell, [26]; Tovar-Murray et al., [38]). Additionally, students may share multiple areas of interest and an increased likelihood of career indecisiveness (Greene [19], [20]). School counselors should use this opportunity to start to demystify the different processes in college and career planning and build on the strategies that students previously shared to overcome barriers. School counselors should also help students narrow their focus while helping students understand that narrowing does not mean that other areas of interest cannot be integrated into their future lives. Session 6 provides the chance to connect career aspirations with postsecondary educational opportunities. School counselors should help students to think broadly about educational opportunities after high school to include vocational training programs, apprenticeships, community colleges, four-year institutions, and subsequent financial aid opportunities. This is particularly important as twice exceptional Black students may have limited knowledge about the college-going process as it relates to their particular needs (i.e., disability, race, etc.; Greene [20]; R. D. Mayes & Moore, [32]). For example, school counselors may use this opportunity to discuss college entrance exams and accommodations as well as campus supports (i.e. office of disability support services, academic support services, and cultural centers) that students may access. Session 7 presents the opportunity to visit several types of postsecondary educational opportunities. With each visit, students have the chance to see how each opportunity fits with their needs and goals. For example, school counselors might highlight the similarities and differences between a residential, large 4-year university, and small, private liberal arts college to help group members understand different campus environments. School counselors may wish to create postsecondary educational opportunity profiles with questions related to students needs from session 7 (i.e. "What academic supports are available at this institution? How do students access them? How do students get accommodations related to their disability? What cultural centers, social and professional organizations, clubs exist here? What is the campus climate like? What is the retention/graduation rate for students like me? etc.). Students can complete these profiles as a part of their visits to help inform their college and career planning and decision-making process. Finally, Session 8 school counselors will terminate the group. Termination is an opportunity to reflect on the group and celebrate the growth for students as well.

As twice exceptional Black students often have to navigate negative perceptions and stereotypes about their both their academic abilities and culture, it important to understand that this may also impact their college and career development. However, as Tovar-Murray et al. ([38]) found, strong cultural identities can be protective factors and help students to be resilient on their career journeys despite negative experiences (Bounds, [ 9]). As these students are less likely to seek support (Bryan et al., [10]), school counselors can use this knowledge to build group counseling experiences for twice exceptional Black students. Through the group counseling, students can investigate their identities in order to find and channel their strength. Further, the group counseling experience can provide a smaller community where students with similar experiences can explore college and career opportunities together, develop plans, and support one another through the college and career planning process.

Session 1 Objectives:

Group members will complete a career decision self-efficacy pretest & college-going baseline data.

Group members will be able to identify the purpose of the group.

Group members will be able to explain confidentiality and how to respect confidentiality in the group setting.

Group members will be able to create and follow group rules and norms.

Group members will be able to compare and contrast the ways they are similar and different from other group members. (B-SS 2, B-SS 4, B-SS 6)

Session 2 Objectives:

Group members will be able to identify their unique strengths and talents by sharing their lived experiences. (M 1, B-SS 1)

Group members will be able to identify their unique challenges by sharing their lived experiences. (M 1, B-SS 1)

Group members will be able to compare and contrast the ways they are similar and different from other group members. (B-SS 2, B-SS 4)

Session 3 & 4 Objectives:

Group members will be able to discuss and analyze the ways in which they experience their identities in school (ability, giftedness, culture, etc.). (M 1, M 2, M 5)

Group members will be able to investigate the ways in which others have supported or limited them in their school experiences. (M 1, M 2, M 5, B-SS 4)

Group members will be able to discuss strategies that have helped them to be successful when challenges related to their identities arise. (B-LS 9, B-SMS 7, B-SMS 7)

Group members will be able to integrate new strategies to help them be successful when challenges related to their identities arise. (B-SS 6, B-SMS 7, B-SS 8)

Session 5 Objectives:

Group members will be able to reflect on their current career aspirations and fears. (B-LS 7)

Group members will be able to understand the ways in which their familial roles impact their college and career plans. (B-LS 7, B-LS 9, B-SMS 8)

Group members will be able to identify barriers to college and career readiness.

Group members will be able to design an academic and career plan. (B-SL 7)

Group members will be able to identify strategies to overcome barriers to academic and career planning. (M 5, B-SMS 5, B-SMS 6, B-SMS 7, B-SS 8)

Session 6 Objectives:

Group members will be able to identify different postsecondary educational opportunities and how each aligns with their college and career plan. (M 4, B-LS 4, B-LS 6, B-LS 7)

Group members will be able to identify different postsecondary educational opportunity admission processes and how each aligns with their college career plan. (M 4, B-LS 4, B-LS 6, B-LS 7)

Group members will be able to identify support services at postsecondary educational opportunities. (B-SS 2, B-SS 3, B-SS 6, B-SS 8, B-SS 9)

Group members will be able to identify different financial aid opportunities that can support their postsecondary educational plans.

Session 7 Objectives (Postsecondary Educational Opportunity Visits):

Group members will be able to engage with postsecondary educational opportunity representatives. (M 4, B-LS 4, B-LS 7, B-LS 9, B-LS 10, B-SMS 1, B-SMS 2, B-SS 1, B-SS 2, B-SS 3, B-SS 6, B-SS 9)

Group members will be able to explore resources offered at different postsecondary educational opportunities. (M 4, B-LS 4, B-LS 7, B-LS 9, B-LS 10, B-SMS 1, B-SMS 2, B-SS 1, B-SS 2, B-SS 3, B-SS 6, B-SS 9)

Group members will be able to describe the ways in which different postsecondary educational opportunities fit their needs. (M 2, M 4, M 5, M 6, B-LS 6, B-LS 7)

Session 8 Objectives:

Group members will be able to reflect on the group experience. (M 1, M 2, M 3, M 4, M 5, M 6, B-SS 1, B-SS 2, B-SS 4)

Group members will be able to celebrate their success and the accomplishments of their peers. (B-SS 1, B-SS 2, B-SS 4)

Group members will complete career decision self-efficacy posttest and college-going outcome data.

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By Renae D. Mayes

Reported by Author

Renae D. Mayes , PhD, NCC, is an Associate Professor in the Counseling Program in the Department of Disability & Psychoeducational Studies at the University of Arizona.

This article is copyrighted. All rights reserved. Source: Journal for Specialists in Group Work

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College and Career Readiness Groups for Gifted Black Students with Disabili...: @ Walden University Library

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Current literature on gifted Black students with disabilities is growing but still limited in regards to specific college and career readiness needs of these students. This article discusses the unique academic and socioemotional needs as they related to career development for these students.