ABSTRACT
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 development. Integrating the Antiracist Strengths-Based School Counseling (ASBSC) framework (Harris et al. 2026) with the Village Model (Clemons 2024), we illustrate applications through a case example.