Hines, Erik

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Phone: 703-993-7251
Email: ehines5 (@gmu.edu)

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Erik M. Hines, Ph.D., is a Professor of Counseling in the Department of Counseling, Leadership, and Educational Sciences within the College of Education and Human Development at George Mason University. Dr. Hines research agenda focuses on the postsecondary readiness and career development of Black men and boys across various contexts (P-12, community college, 4- year college/university) and critically examines how high impact programming shape their educational and career outcomes and experiences. Additionally, Dr. Hines studies the career exploration of educationally vulnerable students in the fields of Science, Technology, Engineering, and Mathematics (STEM). He has secured over $12.5 million dollars in external and internal funding. Additionally, Dr. Hines has accumulated over 100 publications, including three edited books, Equity-Based Career Development and Postsecondary Transitions: An American Imperative, Black Males in Secondary and Postsecondary Education: Teaching, Mentoring, Advising and Counseling, and In Pursuit of Academics: Engaging Black Males in P-12 Schools. His research has appeared in notable peer-reviewed journals such as the Journal of Counseling and Development, Journal of Engineering Education, Journal of Multicultural Counseling and Development, Journal of Negro Education, Journal for Specialists in Group Work, Professional School Counseling, The Educational Psychologist, The High School Journal, Theory into Practice and Urban Education. Moreover, he has served or is serving as guest editor for several special issues in the following journals: Career Development Quarterly, Journal of College Access, Journal for Multicultural Counseling and Development, Journal of Women and Minorities in Science and Engineering, Journal for Specialists in Group Work, Professional School Counseling, Teaching and Supervision in Counseling, and Urban Education. Dr. Hines is on the top 200 education scholars in the 2025 RHSU Edu-Scholar Public Influence Rankings in Education Week. Last, Dr. Hines is a proud American Counseling Association (ACA) Fellow, an International Colloquium on Black Males in Education Warrior Awardee, and recipient of the Al Dye Award from the Association of Specialists in Group Work.

College and career readiness

Academic and career outcomes of Black men and boys

Career exploration for educationally vulnerable students in the fields of Science, Technology, Engineering, and Mathematics (STEM) 

Books

Hines, E.M. (Ed). (2024). In pursuit of academics: Engaging Black males in P-12 schools. Kendall Hunt.

Hines, E.M. & Fletcher, E.C. (Eds.). (2023). Black males in secondary and postsecondary education: Teaching, mentoring, advising and counseling. Emerald Publishing.

Hines, E.M. & Owen, L. (Eds.). (2022). Equity-based career development and postsecondary transitions: An American imperative. Information Age Publishing.

Refereed Articles

Ford, D.Y. & Hines, E.M. (2025). An overview of instructional violence: Promoting culturally responsive instruction. Gifted Child Today, 48(3), 221-226. https://doi.org/10.1177/10762175251330327 

Hines, E.M., Mayes, R.D., Ford, D.Y., Middleton, T.J., Moore, J.L., III, & Emery, A. (2025). A culturally responsive, ecological approach to cultivating and engaging twice exceptional black males in gifted and talented and special education. Educational Psychologist. 1-19. https://doi.org/10.1080/00461520.2025.2473901 

Pinus, R., Kurtz, C., Rock, W., & Hines, E.M. (2025). Using anti-racist school counseling practices and multi-tiered systems of supports as alternatives to punitive disciplinary practices for Black males. Professional School Counseling, 29(1). https://doi.org/10.1177/2156759X251318659

Ford, D.Y. & Hines, E.M. (2025). ‘We love STEM too’: Fostering STEM engagement among gifted and talented Black students using contemporary young STEM Black models. Gifted Child Today, 48(1), 73-78. https://doi.org/10.1177/10762175241287877

Ford, D.Y., Hines, E.M., Middleton, T.M., & Moore III, J.L. (2024). Brown vs. Board of education: Implications for gifted and talented education. Gifted Child Today, 47(3), 216-220. https://doi.org/10.1177/10762175241242493

Elmouden, F., Hines, E.M., Slack, T., Davis, J.L. Benjamin, L.S., Horton, D., Schaefer, K.L., & Henderson, J.A.. (2024). Exploring the dual pandemic experiences of Black male engineering students. Equity in Education and Society. https://doi.org/10.1177/27526461241256965

Mayes, R.D., Hines, E.M., Vega, D., Harris, P.C., & Lawson, T.K. (2024). Cultivating homeplace for Black girls through tier II interventions. Professional School Counseling Journal, 28(1a). https://doi.org/10.1177/2156759X241234927

Slack, T, Davis, J., Benjamin, L. S. S., Hines, E.M., & Henderson, J.A. (2024). Black males in STEM: Exploring the engineering graduate school aspirations of Black male undergraduate engineering majors. Journal of Women and Minorities in Science and Engineering, 30(1), 51-74. doi:10.1615/JWomenMinorScienEng.2023043030

Hines, E.M., Fletcher, E.C., Harris, P.C., Henderson, J.A., & Moore, J.L. III, (2024). Using homeplace to guide STEM identity development in Black males. Theory into Practice, 63(1), 88-98.  DOI: 10.1080/00405841.2023.2287740

• Counseling

• Group Processes and Analyses (EDCD 608)
• Career and Educational Counseling (EDCD 610)