Counseling and Human Development Services

Developing and Nurturing Excellence in Adolescent African American Males

Deryl F. Bailey, Ph.D. - Assistant Professor
Pamela 0. Paisley, Ed.D. - Professor
The University of Georgia
402 Aderhold Hall
Athens, Georgia 30602-7142

Across the nation scores of adolescent African American males can be observed wandering the halls of public schools, alienated from the educational process, searching for the making of their American dream. Their absence is often conspicuous in upper level academic and gifted classes, while their presence is readily apparent in remedial classes. They outnumber White males on suspension and expulsion lists (Bailey, 1996; Center for the Study of Social Policy, 1990; Ford, Grantham, and Bailey, 1999; Lee, 1992; Trescott, 1990). They can be found on street comers and in shopping malls, often the objects of fear and contempt. On any given day, their legal troubles clog the calendars of the juvenile justice system. Many never have the opportunity to celebrate their eighteenth birthdays because of arguments over material objects such as athletic shoes resulting in violent deaths. They often walk away from their education, their hopes, and their dreams because they do not see the educational and social systems as places for them to achieve. Rather, these systems are perceived as institutions that collectively label them without affording them the opportunity to realize their potential as individuals (Narine, 1992).

The poor academic and social performance of adolescent African American males has been linked to the lack of role models, low self-esteem, hopelessness, productivity dysfunction, and low expectations by the school, communities and society at-large (Gardner, 1985; Kunjufu, J., 1984; Lee, 1996; Lee & Bailey, 1997; Lee & Lindsey, 1985; Majors & Billson, 1992; Morgan, 1980). Many educators, researchers, and community leaders often discuss the poor performance of African American males at professional meetings but, with the exception of a few, are at a loss when it comes to assisting them in recognizing and moving towards their optimal potential.

The purposes of this article are to explore the current experience of adolescent African American males and to consider those factors that might contribute to different outcomes. A detailed description of one initiative designed to have an impact, Project: Gentlemen on the Move, is also provided. This program was developed in response to the needs of African American adolescent males, yet has the potential to be used, if adapted, with a variety of groups from different ethnic and cultural backgrounds.

The Current Experience of Adolescent African American Males

As noted in the introduction, the current experience, of adolescent African American males provides numerous areas for concern. This idea appears to be confirmed by the existing educational achievement gap between African American males and their White counterparts as well as the continual overrepresentation of African American males in the juvenile justice system (Bailey, 1999; Education Trust, 1996 and 1998). As a result, too many adolescent African American males become a part of a growing number of negative social and academic statistics.
Within Society

Socially, the number of adolescent African American males involved at one level or another in the juvenile justice system remains at a critical level. It has been reported that one out of every four African American males are in jai , I or under court supervision, and that there are more African American men in their twenties under court control than are in enrolled in college (Bass & Coleman, 1997; Green & Wright, 1992; Mauer, 1990). Data from the 1995 FBI report, Crime in the United States (Sickmund, Snyder, & Poe-Yamagata, 1997), indicates that "black adolescents represented 15% of the juvenile population in 1995 yet were involved in 28% of all juvenile arrests." While they represent only 15% of the juvenile population, African American adolescents comprised 43% of the juvenile populations in public facilities and 34% in private custody facilities (Bailey, 1999; Sickmund, Snyder, & Poe-Yamagata, 1997). It is clear that adolescent African American males are over represented in juvenile criminal statistics. These statistics indicate the dilemmas faced by adolescent African American males and are consistent with an earlier prediction by the Center for the Study of Social Policy (1990). Their prediction that 70 percent of working-age African American m en would be jailed, dead, alcoholic or hooked on drugs by the year 2000 appears to be gaining merit (Bass & Coleman, 1997). The overrepresentation of African American males in the juvenile justice system makes it difficult for them to be involved in their community in positives ways, perpetuating a negative self-image and disrespect for authority (Lee & Bailey, 1997).

Within the Educational System

Within the educational system, statistics reveal that minority and poor populations continue to be under-served. These students are less likely to be found in rigorous, college-bound courses and are more likely to be taught by out-of-field teachers (The Education Trust, 1998). In fact, across the board, schools that are comprised of predominately minority and/or poor populations have a smaller number of qualified teachers and fewer resources for instruction. African American adolescent males do not escape the implications of these statistics. Their potential for achievement and for a variety of postsecondary options becomes limited.

Additionally, while African Americans represent only 17% of the total school population they account for 32% of suspensions and 30% of all expulsions. In addition, African American males are placed in remedial or special education classes at a rate three times higher than their White male counterparts (Center for, the Study of Social Policy, 1990; Lee, 1996; Trescott, 1990); conversely, while only 8.4% are identified and enrolled in gifted and talented classes (Ford, Grantham, & Bailey, 1999; Trescott, 1990). Furthermore, the African American male student has only a 1 in 12 chance of graduating from college, but a 1 in 4 chance of becoming a dropout statistic from high school (Trescott, 1990).

Factors Contributing to More Positive Outcomes

The best chance of breaking these negative social and educational trends for adolescent African American males lies within the school environment and will require innovative strategies if the trend is to be reversed. Many educators, community leaders, and even some school systems believe that enrichment initiatives geared toward the special needs of young African-American males could reverse the present trend towards failure within the educational system as well as society (Johnson, 1990; Ascher, 1991). Depending on the racial break down of the student population, these enrichment initiatives over the past decade have resulted in significant changes to the curriculum and school mission or in the addition of special after school programs.

Successful Interventions

A number of school districts made attempts to dedicate entire schools to focus on the challenge of developing curriculum and programs to meet the needs of African American male youth. For example, a citizen's task force in Milwaukee endorsed a plan to implement a specific curriculum for African American males following a study which yielded grim statistics in their school district. Specifically, African American male youth comprised half of the suspensions, dropped out at a rate of 14.4%, and had fewer than 20% of their population with a C average or better. In 1990, the Milwaukee school district designated an elementary school and a middle school as African Immersion Schools, becoming the first public school district to approve such a plan. Supporters of the African Immersion Schools hope to counteract the low achievement of young African American males in the Milwaukee school district by stressing the accomplishments and achievements of African American people (Johnson, 1990; Leake and Leake, 1992). Using the first letter of famous African Americans' names to teach the alphabet and studying the slave trade by integrating history, writing, and math skills are two examples of strategies from the program's Afro centric approach (Milwaukee Experiment, 1990).

In predominantly White schools, enrichment programs scheduled for after school, weekends, and in the summer embrace young African American males. These programs also employ empowerment strategies such as studying African/African American history, participating in activities designed to build positive self-identity, and spending time with adult African American mentors (Ascher, 1991; Bridges, 1986). For example, Fulton Academics and Athletics Magnet, an elementary school in San Diego, initiated a pilot project to enhance the achievement of young African American males for their district. The program incorporates both in class and "pullout" classes (where students are allowed to leave class for a certain period of time to participate in the program) focusing on famous African Americans and highlights of the African American culture. In addition, the program depends on the support of adult African American mentors, counseling, and tutorial sessions (Ascher, 1991). On the secondary level, the HAWK Project developed by Grant Union High School in Sacramento uses a combination of two pullout classes and two after-school classes each month to achieve the program's goals. Those goals include the development of a positive identity through the study of African rituals and African/African American history. Program directors believe that the development of a positive identity acts as a preventive measure against drug usage, gang involvement, and poor academic performance. In addition, the program incorporates a community service project with senior citizens to increase responsibility to the community. After one semester in the program, 55% of the participants improved their grade point averages and the percentage of students performing below their ability level dropped from 82% to 33% (Ascher, 1991).

Yet another example, Project 2000, was founded and continues to be directed by

Spencer Holland, an African American educational psychologist. Project 2000 is a nonúprofit
organization that provides continual educational and financial support to inner city adolescent African American males who live in Washington, D.C. Program participants are called "scholars" and they participate in after school study halls, Saturday academies, community service, and peer mentorships (Foster, 1996).

Current literature regarding enrichment initiatives for African American adolescent males, while very sparse, reveal several common program components. These include: African/African American history and culture, use of mentors and/or role models, a rites of passage, community service, individual and group counseling, educational enrichment activities, collaborations with businesses and institutions of higher learning, recreational activities, and family involvement (Lee & Bailey, 1997; Ascher, 1991; Johnson, 1990; Leonard, Lee & Kiselica, 1999). In addition, building a positive self-identity through cultural awareness, cultivating a sense of purpose and confidence, developing a healthy balance between individualization and a sense of belonging, and an open door to career possibilities all represent commonalties of successful programs (Hare and Hare, 1995; Mincy, 1994; Lee, 1994).

Proposed Approach

While many programs available to African American male youth incorporate many of the common components to some degree, two central factors seem to be missing in their overall design. First of all, enrichment initiatives need to be developmental and comprehensive in their approach since they are dealing with adolescent African American males (Lee & Bailey, 1997; Bailey, 1998). "Developmental" in that program directors should consider where each member is compared to where they should be psychosocially and academically. Program activities might include opportunities for members to bridge any existing developmental gaps and lay the foundation to prevent future gaps.

In addition, enrichment initiatives should be "comprehensive" in that planned activities consider the full range of aspects of the adolescent's life. Single focus approaches have limited chances for success, while multi-faceted interventions offer much more promise. For example, an outline of the enrichment initiative might include: (a) contact with teachers, (b) community service projects that provide a quality service to the community, (c) opportunities for participants to interact, learn and share experiences with adolescents from other cultures, (d) intentional instruction on what it means to be African American and male in this society, (e) personal and business. etiquette training, and leadership opportunities for all participants. Many of the above components/goals may be implied or assumed as part of the program's agenda, but those involved with managing the initiative cannot afford to leave these items to happenstance since adolescent development is critical to a healthy transition to adulthood.

Finally, most enrichment initiatives lack empirical data that document and support their success as well as lessons learned. Evaluations that collect both qualitative and quantitative data can provide thorough documentation that can inform further program development. In addition, quality and thorough evaluation procedures can meet documentation requirements of funders, as well as contributing to establishing creditability in the professional community.

Project: Gentlemen on the Move: A Developmental and Comprehensive Approach

The mission of Project: Gentlemen on the Move (PGOTM) is to develop and nurture excellence in adolescent African American males academically and socially. This mirrors the mission of many programs created for African American males and incorporates many common components previously mentioned. As suggested earlier, PGOTM is both developmental and comprehensive in nature, components not explicitly focused upon in other programs. Developmentally, this model identifies where each member is socially and academically and compares this information to where they should be (based on age and academic ability level) and then provides them with the skills they will need to reach their full potential. This is referred to as the "transformation." The transformation is defined, as a positive change or modification in the social and academic performance of PGOTM members; therefore, the transformation is unique to each student. For some, these transformations will begin to manifest shortly after joining the group and for others they will emerge in stages over varying periods of time.

Secondly, PGOTM is comprehensive in that it takes a holistic approach to the empowerment and transformation of adolescent African American males by addressing multiple aspects of their lives. The program intentionally and directly deals with issues that members are confronted with on a daily basis (i.e., how to appropriately respond to prejudice/racism in school and the community, how to combat peer pressure, etc.). PGOTM members participate in community service projects as a way to develop leadership skills and unity among its members, while providing a service to members of their communities and establishing a sense of ownership and responsibility for the wellúbeing of the community at-large. PGOTM also provides avenues (i.e., dances, community service projects, and forums) for its members to interact with other groups of students who are normally outside of their circle of friends. The intent is to remove the social barriers that exist between them and their peers from different cultures. PGOTM also enlists the support and assistance of the families. Parents are provided with a variety of opportunities to engage in the activities of the program. One such opportunity is the Parents of Gentlemen on the Move network (POGOTM). Parents are required to attend monthly meetings where they discuss issues regarding their son's academic and social performance. In addition, workshops are held to assist parents with negotiating the educational system on their son's behalf Parents also serve as advisory board members offering suggestions to program staff for the improvement of the overall program.

Assumptions

Embedded in the mission of Project: Gentlemen on the Move are a set of basic assumptions regarding young people. These assumptions are as follows: (1) all are capable of learning, (2) all know right from wrong, but may not know or understand the consequences for their behaviors, (3) all young people want to do what is right (4) all are at-risk, (5) all deserve a quality education, (6) all have a right to fail, if they so choose [however, it is critical that the consequences for this choice are made clear along with the opportunities for personal growth] (7) all young people are worthy of forgiveness from others and themselves, (8) all are worthy oflove, nurturing, guidance, support, and meaningful opportunities, and (9) stereotypes of African American males can only be changed by providing positive views of African American males. These assumptions serve as the foundation and drive for the PGOTM model.

Program Background

Project: Gentlemen on the Move was created in a high school in western North Carolina in the fall of 1989. Concerns regarding the poor academic and social performance of some African American male students served as the impetus for the creation of this project. With the approval of the building principal, a. meeting was held with African American male students interested in attending.

This meeting proved to be both encouraging and discouraging. The group composed of approximately fifty African American male students, ranging from those who constantly found themselves in trouble to those who were considered to be "ideal students", met for two hours. After a brief explanation as to why they had been summoned and assurance that everything they said would be kept in confidence, the students were given the opportunity to express their feelings relative to their academic performance and overall school experiences. They reported feeling isolated, mistreated, and disrespected; they believed some teachers and administrators were prejudiced and, in some instances, racists. After one hour of allowing them to vent, they were asked what they thought they could to do to change experiences at the school. The answer was a unanimous "nothing". "Nobody wants to listen to us ... nobody cares." It was at this time that the idea of Project: Gentlemen On The Move was introduced to them. Several meetings were held over the next few weeks to establish group rules, goals, and to determine which students were seriously interested in participating. The following rules and expectations were explained:

Obey all school rules and policies. If there were rules or policies that we as a group believed to be unfair, then the group would develop a plan and challenge them (the rules) in an appropriate manner.
Respect yourself and others (with a strong emphasis on respecting young women).
Attend weekly meetings.
Abide by the group rules.

In addition to the rules set by the program, group members were encouraged to add to the above set of rules. After some discussion, they decided that instead of adding more rules, they wanted to have some input into the consequences for violations to the above rules. As a result the following consequence was agreed upon:

Members found in violation of a group rule(s) would receive a warning.
A second violation would result in a second and final warning.
A third violation would result in suspension from the group and all group activities. After a period of one (1) semester, suspended members could apply to be re-instated. If the suspended member, maintained satisfactory academic and social performance while on suspension, active members would vote on his reúinstatement. A majority vote would be needed for reinstatement.

Membership

The membership roster varied from semester to semester as members dropped out of the program, school, transferred, were committed to juvenile detention centers, graduated, or as in one case, fell victim to homicide. While membership fluctuated, fifteen committed students became the core of the program. The academic performance of these students ranged from below average to above average in academic courses. Socially, some members were considered ideal students, meaning they never disrupted class, skipped class or school, or were never considered "trouble makers". Others were all of the above. In terms of family background, members came from low-income and middle class families. For the most part, members were raised in two parent homes, although a few were raised in single parent homes or lived with aging grandparents or other relatives (aunts, uncles, and in one case an older sister). The education level of parents varied, some were well educated (college degrees and in some cases graduate degrees) while others had a high school education. All had dreams of their sons, grandsons, and brothers becoming good students and productive citizens rather than a dropout or homicide statistic and were very supportive of their participation in the program.

Expectations of members.

While it is important that the rules are strictly adhered to, it is also important that the program director is sensitive to the variety of factors (family situations, after-school employment obligations, and extra-curricular activities) that may cause individual members to miss group meetings or occasionally violate a school policy. However, these factors should not be to be used as excuses for their behavior. Members should always be encouraged and expected to accept the consequences for their behavior. Members of Project: Gentlemen on the Move are expected to:

Attend school everyday- members are constantly reminded... "If you're not in school, you can't learn".
Be prepared for class everyday- they are constantly reminded that coming to class is only part of their responsibility and being unprepared for class would be considered "disrespectful to the teacher and fellow students". For members who feel that a particular class is not important to them or their futures, members are reminded that they have a responsibility to their classmates and to the group to treat each class as if it is there future.
Show respect for school personnel (this includes teachers, administrators, counselors, cafeteria and janitorial staff, etc.)- showing respect for all is what being a "gentleman" is all about.
Never accept being "average" - Students are encouraged to never accept "being average" as their best. In the past some teachers, administrators, and even parents challenged this philosophy. Their rationale was that "some students are just average and will never be able perform beyond this." Acknowledging that some students are average, the group leader consistently pointed out that "being average" was not the goal of the program. The goal for PGOTM members was to become "the best" they could be. Project: Gentlemen on the Move strongly believes that if you expect students to be average, they would become just that, average. However, if you expected students to be the best and assisted them in doing so, they would inevitably become just that, the best. With this said, it was and is important to determine, with each group member, what his "best" was. A visual picture of what this would look like is developed with an emphasis on behavior.

Requirements for membership. Requirements for membership are simple. First and foremost, students must be willing to improve upon who they are, and they must be interested in and willing to work toward presenting the community with positive images of young African American males by enhancing their own academic and social performance. Included in social performance is a willingness to participate in community service projects. Next, referrals are accepted from teachers, administrators, parents, community members and PGOTM members themselves. In addition, students who are interested in participating can request membership simply by attending a program meeting and completing the necessary paper work. Included in this paper work are parental consent forms. In essence, anyone wanting to join can do so simply by making his interest known and making a commitment to himself, his family, and the program.

Outcomes from Participants.

At the end of five years, approximately three hundred African American males had been on the PGOTM roster at one point or another. Many of these students went on to enjoy success in their personal lives: two are now playing in the National Football League (NFL), one is a senior pre-med student, one is a Teaching Fellow, another is a computer software engineer with the U.S. Department of Defense, one is a member of the United States Navy, and another is a senior majoring in fashion design. While many of the former PGOTM members fell through the cracks, it is obvious that many are doing well. Results from one study revealed that students who participated in the program on a regular basis obtained higher grade point averages (GPA) than did students who were referred to the program but chose not to participate (Bailey, 1995).

One question left to be answered is "to what extent did Project: Gentlemen on the Move impact the lives of the young men who participated for more than one semester?" As a partial response to this question, former members and parents were interviewed. When asked "How did Project: Gentlemen on the Move influence you or your son academically and socially?" the interviewees gave the following responses:

Student 1: I am a self-proclaimed lazy person and I do need a swift kick in the butt every once in a while and PGOTM and Mr. B provide that ... on several occasions matter-a-fact [laughing]. The program just pushed me and Mr. B just pushed me to take harder classes 'cause I just kind of skated through some to the easier, lower level classes. He pushed me to take those [upper level classes] and I did well. [He] also pushed me to apply for this scholarship and that scholarship ... Never limit yourself ... that's one thing I learned ... that's the biggest thing I learned through PGOTM is to never limit yourself You can do anything you want to do and at the time I did not realize it ... it wasn't in my realm to believe I could go to certain schools, get certain things, and do certain things and PGOTM gave me that push.

Student 2: PGOTM affected me by making me a leader and I really do consider myself a leader because I look at the things that PGOTM and Mr. B gave to me and I have in turn used that to give back. I [participate in the] Guilford County Lunch Buddy Program (LBP) ... I [have] lunch with my little buddy ... the requirement is once a week, but I try to meet with him twice a week and we just go over some things that may be bothering him, academically or socially, at home or at school. On February 5tll I [will] start my tutor training so I can also go into the schools and help with the after school-tutoring program. I think my leadership skills are unsurpassed ... I mean Mr. B was definitely a leader for me no matter what my problems were he was always there to help or give me advice and I think this is something we definitely lack today...

Parent #1: ... during my son's freshmen and early sophomore year, he did enough to get by. He did okay ... but after, working with [PGOTM], he seemed to take his academics to another level. He seemed to really want to do better ... he started taking more honors and AP courses. I think a lot of that probably came about because of being in PGOTM.

Parent #2: 1 think my son benefited from PGOTM because he is a very quite, bashful child and it helped him to be a little more assertive. It helped him academically, too ... to try a little harder, to push a little further.

Parent #3: ... the program gave each of them an incentive by being around one another ... they were like a support to one another ... they built friendships ... you knew you had someone you could go to and talk to, that you were all part of the same program with the same goals and objectives in mind.

It is apparent from both student members and parents that PGOTM had a positive impact on the academic performance and social development of its members.

Critical Components

The program consists of four components: (a) attention to process, (b) focus on identified areas of content, (c) support through individual and group counseling, and (d) specifically designed activities to achieve the goals of the program. While each component serves an important role, it is the intermingling of these four components that creates a system where the effectiveness of one component is important to the effectiveness of the next, and is critical to the overall success of the program.

The process component includes elements such as recruitment and referral, selection, invitation, and monitoring. The content component involves skill development and the integration of new information pertinent to their academic and social growth. Academic topics include a study of African, African American, and family histories, health related issues, and tips on enhancing academic excellence. Topics promoting social development include the improvement of self-efficacy, personal and business etiquette training, the importance of giving back to the community, and appreciation and acceptance of individual differences. This last element of the social topics focuses on respect for self, elders, women, and culturally different individuals. Opportunities to be exposed to traditional African American culture, as well as interactions with individuals from other cultures are considered crucial. Both the academic and social topics are covered during mini-workshops held weekly and are referred to as Saturday Learning Institutes (SLI).

The third component is the support component. Within this component, group members are involved in individual and group counseling sessions. These sessions enable group members to establish short-term and long- term academic and social goals. Other areas of support include structured study sessions held during the first two hours of the SLI, and intense exam preparation, known as the exam lock-in (held at the end of each semester). The exam lock-in is held the weekend prior to the end'-of-semester exams and participation is mandatory. Members who earn an overall exam average of 93 or above earn the privilege to be Project: Gentlemen On The Move Scholars for the upcoming semester. Also apart of the support component is the Give Me A Reason: An Academic Incentive Program. This program provides a variety of rewards for academic progress and excellence, such as money, tee shirts, travel, dining, and tickets for sporting and cultural events.

Finally, the activity component includes field trips, college visitations, special event opportunities, and community service projects. Past community service projects have included community-wide Easter Egg Hunts for youngsters in grades k-5, an annual 5k road race called the Project: Gentlemen On The Move Race Against Drugs, and a one-úday basketball clinic for elementary and middle school students. The first three activities (field trips, college visitations, special event opportunities) help to broaden members' worldviews. The remaining activities provide avenues for developing leadership skills and a positive work ethic while fulfilling an identified need within the community. During the summer, group members are invited to participate in the Project: Gentlemen on the Move Summer Academy; this one-week academy focuses on leadership development and self-improvement for group members.

Summary

When adolescents are provided adequate direction, support, and opportunities, they are better able to overcome many of the academic and social challenges that often hinder their development. This is especially true for African American adolescent males. Over the past twelve years, Project: Gentlemen on the Move has been well received by schools and communities. While many participants continue to view their academic and social challenges as barriers, others have been able to accept the challenges for what they are, devise a plan of action, and move forward. The vision for PGOTM is that it will someday become widely used to assist adolescents of all cultural and ethnic backgrounds to realize their capacity to excel academically as well as socially. It has been well documented that adolescents from a variety of non-White backgrounds are underachieving and are in need of assistance (Education Trust, 1996,1998; Lee, 1984, Gandara, and Maxwell-Jolly, 1999). If implemented, monitored, and supported appropriately, programs such as Project: Gentlemen on the Move can provide the necessary assistance for many adolescents who find themselves labeled as "an endangered species" or "hopeless".

After twelve years of operating PGOTM in three different Southeastern high schools, three barriers to the vision of PGOTM's future emerged. First and foremost, dedicated adults are needed to implement and operate the program. Working with adolescents demands time, high levels of energy, unending patience, and determination. Running such a program is much like coaching a team and success means total commitment from the coach. Sadly enough, because no monetary rewards are involved, few have accepted the challenge in the past twelve years. Programs like PGOTM need individuals with vision and a heart dedicated to the advocacy of young people. Currently, a manual for PGOTM is being developed as well as plans for adult leadership training. Both the manual and the leadership training could assist in the establishment of new programs. Secondly, operating an effective PGOTM chapter (a cohort of 25-30 young men) will require adequate funding, approximately fifty thousand per year. During fiscal year 2000, the average national cost to house a youth in a Regional Youth Detention Center (RYDC) was $41,245 and $56,940 for a state operated Youth Detention Center (YDC). For an Intermediate Residential Treatment placement the cost ranged from $47,450 to $74,825 and for an Intensive Residential placement the cost ranged from $100,375 to $166,800 (Jackson, 2001). The lowest of these costs could very easily support one PGOTM cohort. However, it is important to note that the amount of funding will vary depending upon the structure of the program (i.e., ability of parents to contribute, total number of participants, number of paid tutors, etc.). The community, local businesses, churches, school districts, and other funding agencies must understand the importance of such an investment. Providing funding for programs such as PGOTM that promote positive development, prevent delinquent behavior, and encourage academic success has to be considered a step in the right direction. Finally, quantitative and qualitative research is needed to determine the strengths and weaknesses of PGOTM. This research could provide critical information to strengthen programming efforts while providing documentation required by public and private funding agencies.

Recommendations for Counselors

Counselors are in a key position to assist students in their quest for excellence. The following recommendations are not meant to be an exhaustive list of actions school counselors can take to assist adolescent African American males, but a place to start. Counselors interested in supporting or implementing programs such as Gentlemen on the Move must first develop an awareness of African American culture and its influence on the academic and psychosocial development of adolescent African American males. School counselors must also simultaneously acknowledge their personal biases related to the targeted population (i.e., personal beliefs and attitudes based on negative stereotypes). Counselors must be able and willing to develop meaningful rapport with African American males within the school environment. This rapport will assist them in identifying the individual needs of each student. In addition, counselors must able to identify positive African American males in the community who could serve as potential leaders for the program or mentors after the program been implemented. Next, counselors should identify existing programs designed for the empowerment of adolescent black males, become familiar with the goals, objectives, and membership criteria and create a system that matches students to existing programs. School counselors could easily assist program directors with academic information as well as updated progress reports; consequently, the counselor could act as a liaison between the program director and the faculty and parents. If the program director is not employed by the school system, the counselor could act a as the "point person" for the program and arrange parent-teacher conferences, organizing community round table discussions on the positive development of adolescent African American males within their school community, and conducting professional development workshops for teachers that focus on finding solutions to the factors that hinder academic success for this population. Finally, counselors should be willing to serve as true advocates for adolescent African American males in the school and in the community. For non-male African American counselors who are interested in implementing such a program, it is imperative that they are willing to identify African American men from the community to serve as program directors. These individuals must be willing and able to invest significant amounts of time and energy into the success of the program.

Based on the ethnicity and gender of the counselor, his or her role will vary in the success of programs such Gentlemen on the Move. However, everyone has a critical role to play (director, support person, academic volunteer, school and community advocator, resource locator, etc.). Identifying that role and committing to it is the first step in ensuring the success of programs targeting adolescent African American males.

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