Abstract: For more than 50 years, the Black, female-headed family has been vilified as the source of pathological behaviors including delinquency, teen pregnancy, criminal activity, school failure, poor work ethic and overall low morals and values. Cited by Moynihan as a “tangle of pathology”, this family structure was linked to intergenerational poverty and welfare dependency. The cycle of poverty thesis was used to explain the entrapment of roughly 20% of Black Americans living in unending poverty. The literature provides a plethora of viable explanations for Black poverty that are not dependent solely on the Black female head but inclusive of race and gender discrimination, a capitalistic economy, social structure and blocked opportunities, low wage-work, environmental stress, and the intergenerational transmission of trauma. The culture of inequality is dissected as a possible explanation of intergenerational Black poverty and is undergirded by slavery, past and present brutality and institutional racism.

Abstract: The indigenous literary tradition, such as proverbs, expresses in the everyday phrases contributes to gender stereotypes. Popular linguistic resources are dominated by negative stereotypes of women that work to perpetuate women's inferior status in the social hierarchy in Sudan and Malawi, as well in many worldwide societies. In Malawi and Sudan women have continued to struggle against stereotypes and the patriarchal mentalities of their communities. The influence of popular proverbs on people thought is still so strong and these popular proverbs serve as a mirror which reflects the culture and the beliefs of a society. So far systematic study on how proverbs contribute to gender stereotypes employing a sound methodology is lacking. This study argues that women are victims of the culturally accepted traditions such as popular proverbs which affect mechanisms that perpetuate women’s undervaluing in managing and controlling power levers. The study demonstrates that popular proverbs sustain the traditional role of the women and the persistence of socially prescribed gender roles and stereotypes are deep-rooted in Sudanese and Malawian culture. Most abuses of women’s rights and violence against women have been the result of culture rather than deliberate. People are still using proverbs as excuses to discriminate against women. Thus, womens’ status is not determined or governed by the contribution they make to their family or society, but by culturally accepted traditions and strongly held beliefs such as popular proverbs, which have several myths attached with them. Yet women themselves play significant role as custodians of culture.

Abstract: School districts often face challenges in recruiting and retaining high quality and fully credentialed leaders who have the knowledge and skills to serve all students, particularly students with disabilities. These challenges are exacerbated by today’s accountability climate which calls for an increased focus on performance expectations for school principals. Research indicates school principals must have access to research-based professional development that enhances their knowledge and skills for effective implementation of policies and procedures to provide all students with access to the general education curriculum to meet increasingly rigorous state standards (e.g., Authors 2017). The purpose of this study was to determine if school principals were receptive to the use of online professional development modules designed to improve their knowledge of special education and inclusive practices to effectively implement the Individuals with Disabilities Education Act (IDEA, 2004). After completion of the online modules, principals in a large, urban school district in the southeast United States participated in a survey to determine their perception of the impact of the content of the modules on their ability to meet the needs of students with disabilities.

Abstract: The school choices programs in Texas allow school-age students across the state to enroll in either public independent school districts, or other enrollment options, such as intra-district/inter-district transfers, and charter schools. This study explored the relationship between the academic and nonacademic characteristics of students and the type of school chosen for their elementary level enrollment. Seven variables were examined on their relationship with elementary enrollment choices (i.e., traditional elementary school assigned by residential address, a public elementary school of choice without admission requirements, and a public elementary magnet school with admission requirements). A multinomial logistic regression analysis revealed a significant relationship between the seven variables and the odds of choosing either a traditional elementary school or a public elementary school of choice without admission requirements, relative to magnet schools with admission criteria.

Abstract: This paper explores microaggressions in the social work classroom and utilizes polyvagal theory (PVT) as a means for instructors to appropriately process, react and engage with these challenging moments. A vignette is offered as an example of how the theory's application can support instructors in maintaining social connection during challenging conversation in the classroom. PVT, in connection to several mindfulness techniques are then reviewed as ways for students and instructors to process feelings during difficult classroom experiences. Application of the theory and practice presented in the paper will empower social work instructors to facilitate microaggressions that occur in their classroom settings, enriching student learning and empathy.

Abstract: Racial microaggressions are subtle and covert language that communicates a negative perception of people of color. The study investigated the perceived racial microaggressions of Asian, Hispanic, and Black males in graduate counseling programs. Participants (n= 99) completed the Racial Ethnic Microaggression Scale. The one-way analysis of variance (ANOVA) was used to analyze the data. The findings revealed a statistically significant difference in the perceptions of microaggressions between Asian, Hispanic, and Black males.

Abstract: The COVID-19 virus is one of the most polarizing pandemics that have occurred. The pandemic systematically changed service delivery in all academic arenas. Though all colleges have been affected by closures and the uncertainty of economic survival, Historically Black Colleges and Universities have greatly suffered. HBCUs have had to content with the continued history of oppression and institutional racism which have ignited protests that left colleges underfunded and unprepared to handle the sudden shock of the. This concern has created a pleather of issues with the service delivery of academic programs coupled with the looming apprehensions of college students and faculty members. These challenges include are not limited to admission, field practicum/placements, synchronous learning, and technical issues relating to the new academic format.

Abstract: Due to the advent Covid-19, racial profiling and police brutality people are stressed, anxious, angry, depressed, lonely, and filled with worries in ways they have not been. This constant race-related stress stemming from constant viewing of these negative images has been linked to maladaptive coping responses such as substance use. Black Americans have encountered unique experiences with racial microaggressions however few counseling programs have extended multicultural constructs to include topics such as racism, discrimination, police brutality, white privilege, white fragility, historical trauma, intergenerational trauma within the lens of critical race theory. This article will discuss racial disparities and trauma in mental health and how counselor education should focus on a holistic approach in these traumatic and stressful instances of time.