Self-efficacy theory is a popular framework for which to examine human motivation (Graham & Weiner, 1996), primarily because of its predictive power and application for practically any behavioral task. For this reason, we have selected self-efficacy theory as the basis for understanding professional school counselors' motivation and capabilities to perform tasks that are relevant and specific to equity and diverse student populations. We believe that school counselor multicultural self-efficacy is an important construct because it could predict professional school counselors' perceptions of their capability to perform specific tasks and their likelihood to overcome obstacles that might prevent them from achieving or completing those tasks in schools. We believe this is a critical aspect of professional school counseling that must be examined, given the increasing student diversity of U.S. schools and the movement to restructure school counseling programs for higher achievement among minority student populations. If professional school counselors do not perceive that they are capable of performing tasks related to equity and diversity, then they will likely avoid those tasks or downplay the importance of such tasks.

Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings.

Self-efficacy theory is a popular framework for which to examine human motivation (Graham & Weiner, 1996), primarily because of its predictive power and application for practically any behavioral task. For this reason, we have selected self-efficacy theory as the basis for understanding professional school counselors' motivation and capabilities to perform tasks that are relevant and specific to equity and diverse student populations. We believe that school counselor multicultural self-efficacy is an important construct because it could predict professional school counselors' perceptions of their capability to perform specific tasks and their likelihood to overcome obstacles that might prevent them from achieving or completing those tasks in schools. We believe this is a critical aspect of professional school counseling that must be examined, given the increasing student diversity of U.S. schools and the movement to restructure school counseling programs for higher achievement among minority student populations. If professional school counselors do not perceive that they are capable of performing tasks related to equity and diversity, then they will likely avoid those tasks or downplay the importance of such tasks.

The sense of urgency for addressing the concerns of males of color cannot be overstated. The reality of racial discrimination and trauma is present for males of color in urban, suburban, and rural settings and regardless of their socioeconomic status. Such oppressive conditions in education, criminal justice, health, and employment, for example, wreak havoc on their overall well-being and advancement in society. Until the systems constraining the progress of males of color are addressed through substantive policy and practice, the social, economic, and educational struggles will persist. This special issue presents 19 theoretical, qualitative, and quantitative articles focusing specifically on the experiences of males of color in educational settings and the importance of school counselors in helping them to thrive.

The goal of this study was to provide a qualitative look at the factors associated with the academic engagement and success of Black male student-athletes in high school. The research team employed a thematic analysis to examine semi-structured interviews conducted with two successful Black male student-athletes, along with their principal, teachers, parents, and coaches. The results suggest that a consistent, collaborative approach laden with cultural competence is necessary to facilitate such outcomes. The study is viewed through the lens of Bronfenbrenner’s ecological systems theory, and implications for the results are discussed for several education stakeholders. Suggestions for future research and practice are provided.