Renae D Mayes
Biographic Data
| ID | 1380974 |
|---|---|
| NAME | Renae D Mayes |
| GIVEN NAMES | Renae D |
| FAMILY NAME | Mayes |
| SIGNATURE | MAYES R D |
| AFFILIATIONS | University of Arizona |
| ORCID | 0000-0001-7999-456X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Supporting Black Male Student‐Athletes: School Counselor–Black Church Partnership
Black male student‐athletes navigate school systems that exploit their athletic labor while neglecting their academic, psychosocial, and identity development (Harris 2020; Cooper 2016). School counselors are positioned to disrupt these inequities, yet often lack culturally grounded partnership models. We propose collaboration with the Black Church as a culturally anchored approach to counter identity foreclosure and affirm whole‐student developme…
School Counselors and School Psychologists as Collaborators for Black Students Pursuing Career and Technical Education: An Antiracist Approach
The authors discuss how school counselors and school psychologists can address the needs and experiences of Black students in pursuit of career and technical education. Specifically, the authors discuss the sociopolitical landscape impacting Black students in K-12 schools and career and technical education. Additionally, the authors outline the roles of school counselors and school psychologists in career and technical education. The authors lay …
Mapping Joy, Rage, and Healing: Restoring the Humanity of Twice Exceptional Urban Students
Twice exceptional urban students often experience schooling in ways that essentialize their identity and refuse to see them wholly. This means that their school experiences are often focused on their disability, where they have limited access to environments that nurture their gifts and talents while honoring their cultural background. For this reason, more is needed to support the wholeness and humanness of twice exceptional urban students. In t…
My Vision Isn’t The Only One”: Visioning Abolition in School Counseling Through Arts-Based Exploration
School counseling is built on the American School Counselor Association National Model (2019, 2025), which includes heavy emphasis on individualist-focused student standards and isolationist practice (Drake et al., 2024b). While the field has undergone some revision, we continue to lack methods for visioning and visions for abolition in our praxis. Without liberatory visions for abolition, our traditional approaches and models of school counselin…
Moms for liberty and the dispositifs of white motherhood: Toward a Black whiteness study of maternal educational biopolitics
This article argues that white motherhood, embodied by Moms for Liberty, enforces a white supremacist educational and political order that materially harms students of color, especially Black students. Moms for Liberty did not emerge ex nihilo. It is part of a longer history of defining American education from the vantage of white motherhood. This argument is introduced by a methodological note that extends Foucault's discussion of dispositifs to…
My Greatness Made a Difference There”: Exploring the High School Experiences of High Achieving Black Girls
Recent studies have provided insight into the schooling experiences and lives of Black girls. These studies highlight the challenges that Black girls face in the school environment including underachievement, disproportionality in school discipline, deficit ideologies, and educator and counselor bias. The current study centers the voices on high achieving Black girls in an effort to center their unique and nuanced experiences in high school. Data…
Affirming Black Joy & homeplace: A call to action for practitioner preparation programs
Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the lived experiences of Black students, families, and communities. While these critiques may be helpful, we suggest these critiques omit practices and policies that attend to how education could become a homeplace that affirms Black Joy. In order to realize t…
Introduction to the special issue: Homeplace and Black Joy in K-12 education
The current sociopolitical climate in the United States has increased pressure in K-12 schools while limiting resources and opportunities to support students fully. This climate renders students, especially those who were already at the margins, more vulnerable than before. There is a need to approach education through a framework that not only recognizes the challenges students are facing, but also their joy. As such, authors discuss the ways th…
(In)Visibility Across Educational Spaces: Centering Mental Health & Wellness for Black Girls & Women
This thematic issue, (In)Visibility Across Educational Spaces: Centering Mental Health & Wellness for Black Girls & Women, reflects a collection of recent scholarship centering the experiences of Black girls and women across the educational pipeline. Notably, the scholarship represented uniquely focuses on the influence of mental health and wellness on their educational success and academic outcomes. This collection of articles serves as a resour…
Liberatory school counseling practices to promote freedom dreaming for Black youth
The American School Counseling Association calls for professional school counselors to support the holistic development and success of all students. However, the field of school counseling is riddled with practices that have harmed and dehumanized Black students. For example, school counselors engage in practices (e.g., social–emotional learning and vocational guidance), which work to reinforce white supremacy and dehumanize Black students. Furth…
Principles of antiracist social emotional justice learning
COVID-19 has increased the emphasis on social emotional learning (SEL) in our schools. Unfortunately, the current approaches to SEL can often perpetuate racial hierarchies, apply a deficit lens toward students, and emphasize the need for student-level change while ignoring the historical, social, and cultural influences that created and actively maintain oppressive environments through which students are required to navigate. Therefore, the autho…
I think of college as setting a good foundation for my future: Black males navigating the college decision making process
Purpose Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admis…
Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools
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 t…
School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings
Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors …
They will Leave You Lost”: Experiences of a Gifted Black Male with a Traumatic Brain Injury
Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study
In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators
Navigating the Academy: An Autoethnographic Approach to Examining the Lived Experience of African American Women at Predominantly White Institutions of Higher Education
This study explores the lived experience of two African American women working at predominately white institutions of higher education. A review of the literature suggests research that examines the experiences of African American women in academe is limited. Using an autoethnographic approach, we explore our experiences and how we navigate our roles. Findings suggest that when the appropriate mentoring is in place African American women have a m…
Principles of antiracist social emotional justice learning
COVID-19 has increased the emphasis on social emotional learning (SEL) in our schools. Unfortunately, the current approaches to SEL can often perpetuate racial hierarchies, apply a deficit lens toward students, and emphasize the need for student-level change while ignoring the historical, social, and cultural influences that created and actively maintain oppressive environments through which students are required to navigate. Therefore, the autho…
Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools
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 t…
Moms for liberty and the dispositifs of white motherhood: Toward a Black whiteness study of maternal educational biopolitics
This article argues that white motherhood, embodied by Moms for Liberty, enforces a white supremacist educational and political order that materially harms students of color, especially Black students. Moms for Liberty did not emerge ex nihilo. It is part of a longer history of defining American education from the vantage of white motherhood. This argument is introduced by a methodological note that extends Foucault's discussion of dispositifs to…
Affirming Black Joy & homeplace: A call to action for practitioner preparation programs
Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the lived experiences of Black students, families, and communities. While these critiques may be helpful, we suggest these critiques omit practices and policies that attend to how education could become a homeplace that affirms Black Joy. In order to realize t…
Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study
In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators
Navigating the Academy: An Autoethnographic Approach to Examining the Lived Experience of African American Women at Predominantly White Institutions of Higher Education
This study explores the lived experience of two African American women working at predominately white institutions of higher education. A review of the literature suggests research that examines the experiences of African American women in academe is limited. Using an autoethnographic approach, we explore our experiences and how we navigate our roles. Findings suggest that when the appropriate mentoring is in place African American women have a m…
Introduction to the special issue: Homeplace and Black Joy in K-12 education
The current sociopolitical climate in the United States has increased pressure in K-12 schools while limiting resources and opportunities to support students fully. This climate renders students, especially those who were already at the margins, more vulnerable than before. There is a need to approach education through a framework that not only recognizes the challenges students are facing, but also their joy. As such, authors discuss the ways th…
I think of college as setting a good foundation for my future: Black males navigating the college decision making process
Purpose Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admis…
They will Leave You Lost”: Experiences of a Gifted Black Male with a Traumatic Brain Injury
My Greatness Made a Difference There”: Exploring the High School Experiences of High Achieving Black Girls
Recent studies have provided insight into the schooling experiences and lives of Black girls. These studies highlight the challenges that Black girls face in the school environment including underachievement, disproportionality in school discipline, deficit ideologies, and educator and counselor bias. The current study centers the voices on high achieving Black girls in an effort to center their unique and nuanced experiences in high school. Data…
School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings
Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors …
Navigating the Academy: An Autoethnographic Approach to Examining the Lived Experience of African American Women at Predominantly White Institutions of Higher Education
This study explores the lived experience of two African American women working at predominately white institutions of higher education. A review of the literature suggests research that examines the experiences of African American women in academe is limited. Using an autoethnographic approach, we explore our experiences and how we navigate our roles. Findings suggest that when the appropriate mentoring is in place African American women have a m…
They will Leave You Lost”: Experiences of a Gifted Black Male with a Traumatic Brain Injury
Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study
In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators
School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings
Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors …
I think of college as setting a good foundation for my future: Black males navigating the college decision making process
Purpose Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admis…
Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools
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 t…
(In)Visibility Across Educational Spaces: Centering Mental Health & Wellness for Black Girls & Women
This thematic issue, (In)Visibility Across Educational Spaces: Centering Mental Health & Wellness for Black Girls & Women, reflects a collection of recent scholarship centering the experiences of Black girls and women across the educational pipeline. Notably, the scholarship represented uniquely focuses on the influence of mental health and wellness on their educational success and academic outcomes. This collection of articles serves as a resour…
Liberatory school counseling practices to promote freedom dreaming for Black youth
The American School Counseling Association calls for professional school counselors to support the holistic development and success of all students. However, the field of school counseling is riddled with practices that have harmed and dehumanized Black students. For example, school counselors engage in practices (e.g., social–emotional learning and vocational guidance), which work to reinforce white supremacy and dehumanize Black students. Furth…
Principles of antiracist social emotional justice learning
COVID-19 has increased the emphasis on social emotional learning (SEL) in our schools. Unfortunately, the current approaches to SEL can often perpetuate racial hierarchies, apply a deficit lens toward students, and emphasize the need for student-level change while ignoring the historical, social, and cultural influences that created and actively maintain oppressive environments through which students are required to navigate. Therefore, the autho…
Moms for liberty and the dispositifs of white motherhood: Toward a Black whiteness study of maternal educational biopolitics
This article argues that white motherhood, embodied by Moms for Liberty, enforces a white supremacist educational and political order that materially harms students of color, especially Black students. Moms for Liberty did not emerge ex nihilo. It is part of a longer history of defining American education from the vantage of white motherhood. This argument is introduced by a methodological note that extends Foucault's discussion of dispositifs to…
My Greatness Made a Difference There”: Exploring the High School Experiences of High Achieving Black Girls
Recent studies have provided insight into the schooling experiences and lives of Black girls. These studies highlight the challenges that Black girls face in the school environment including underachievement, disproportionality in school discipline, deficit ideologies, and educator and counselor bias. The current study centers the voices on high achieving Black girls in an effort to center their unique and nuanced experiences in high school. Data…
Affirming Black Joy & homeplace: A call to action for practitioner preparation programs
Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the lived experiences of Black students, families, and communities. While these critiques may be helpful, we suggest these critiques omit practices and policies that attend to how education could become a homeplace that affirms Black Joy. In order to realize t…
Introduction to the special issue: Homeplace and Black Joy in K-12 education
The current sociopolitical climate in the United States has increased pressure in K-12 schools while limiting resources and opportunities to support students fully. This climate renders students, especially those who were already at the margins, more vulnerable than before. There is a need to approach education through a framework that not only recognizes the challenges students are facing, but also their joy. As such, authors discuss the ways th…
My Vision Isn’t The Only One”: Visioning Abolition in School Counseling Through Arts-Based Exploration
School counseling is built on the American School Counselor Association National Model (2019, 2025), which includes heavy emphasis on individualist-focused student standards and isolationist practice (Drake et al., 2024b). While the field has undergone some revision, we continue to lack methods for visioning and visions for abolition in our praxis. Without liberatory visions for abolition, our traditional approaches and models of school counselin…
Supporting Black Male Student‐Athletes: School Counselor–Black Church Partnership
Black male student‐athletes navigate school systems that exploit their athletic labor while neglecting their academic, psychosocial, and identity development (Harris 2020; Cooper 2016). School counselors are positioned to disrupt these inequities, yet often lack culturally grounded partnership models. We propose collaboration with the Black Church as a culturally anchored approach to counter identity foreclosure and affirm whole‐student developme…
School Counselors and School Psychologists as Collaborators for Black Students Pursuing Career and Technical Education: An Antiracist Approach
The authors discuss how school counselors and school psychologists can address the needs and experiences of Black students in pursuit of career and technical education. Specifically, the authors discuss the sociopolitical landscape impacting Black students in K-12 schools and career and technical education. Additionally, the authors outline the roles of school counselors and school psychologists in career and technical education. The authors lay …
Mapping Joy, Rage, and Healing: Restoring the Humanity of Twice Exceptional Urban Students
Twice exceptional urban students often experience schooling in ways that essentialize their identity and refuse to see them wholly. This means that their school experiences are often focused on their disability, where they have limited access to environments that nurture their gifts and talents while honoring their cultural background. For this reason, more is needed to support the wholeness and humanness of twice exceptional urban students. In t…
Pedagogy (10 works) · Psychology (10 works) · Sociology (10 works) · Political science (9 works) · Critical Race Theory in Education (6 works) · Education Discipline and Inequality (6 works) · Medicine (5 works) · Social Psychology (5 works) · Black male (4 works) · Gender Studies (4 works)