Hines, Erik

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

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Erik M. Hines, Ph.D., is a Professor of Counseling in the Division of Child, Family, and Community Engagement within the College of Education and Human Development at George Mason University. Dr. Hines prepares graduate students to be counselors in a clinical or school setting. His research agenda focuses on: (a) postsecondary readiness for Black males; (b) academic and career outcomes of Black males;  (c) parental involvement and its impact on academic achievement for students of color; and (d) career exploration for students of color in the fields of Science, Technology, Engineering, and Mathematics (STEM). He has secured over $2.8 million dollars in funding. Additionally, Dr. Hines has accumulated close to 70 publications, including his co-edited book, Equity-Based Career Development and Postsecondary Transitions: An American Imperative. His research has appeared in peer-reviewed journals, such as the Journal of Counseling and Development, Journal of Multicultural Counseling and Development, Journal for Specialists in Group Work, Professional School Counseling, The High School Journal, and Urban Education. Moreover, he has served as guest editor for six special issues in the following journals: 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, and Teaching and Supervision in Counseling. Last, Dr. Hines is a proud American Counseling Association (ACA) Fellow and recipient of the Al Dye Award from the Association for Specialists in Group Work.

Postsecondary readiness for Black males 

Academic and career outcomes of Black males 

Parental involvement and its impact on academic achievement for students of color 

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

Books

Hines, E.M. & Fletcher, E.C. (Eds.). (in press). 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

*Student collaborators

Fletcher, E.C., Hines, E.M., Asunda, P.A., Ford D.Y., Moore III, J.L. (2023). Examining Black male student participation challenges in a high school academy of engineering. Journal of Women and Minorities in Science and Engineering, 29(5), 1-21. 10.1615/JWomenMinorScienEng.2023044603

Ford, D.Y., Hines, E.M., Fletcher Jr., E.C., Mayes, R.D., Middleton, T.J., & Moore III, J.L. (2023). Dispositions promote or inhibit cultural competence and anti-racism: Discussion and resources for gifted education. Gifted Child Today, 46(3), 220-224.  https://doi.org/10.1177/10762175231168798

Hines, E.M., Ford, D.Y., Grantham, T., Moore, III, J.L., Fletcher, E.C., Middleton, T.J., & Wright, B.L. (2023). Good trouble; necessary trouble: Adding culture to transformational gifted and talented students and programs. Roeper Review. https://doi.org/10.1080/02783193.2023.2212370

*Hines, E.M., Moore, III, J.L., Cintron, D.W., Singleton, II, P., Golden, M.N., Fletcher Jr., E.C., Henderson, J.A., Slack, T., Moore, W.C., Ouimette, D.T., Reid Jr., M., & Ford, D.Y.  (2023). A bridge over troubled water: Designing and implementing a living and learning community to produce optimal outcomes for Black males. Journal of College and University Student Housing, 49(2). 66-85.

Fletcher, E.C., Hines, E.M., Moore III, J.L., & Ford D.Y. (2023). The role of the advisory board in supporting and building more equitable pathways to STEM college and career pathways for Black male students in a high school academy of engineering. School Science and Mathematics.  http://doi.org/10.1111/ssm.12578

*Henderson, J.A., Hines, E.M., Davis, J. L., Benjamin, L. S. S., Alarcon, J., & Slack, T. (2023). It’s a Vibe: Understanding the graduate school experiences of Black male engineering faculty. Journal for Multicultural Education, 17(1), 1-16. https://doi.org/10.1108/JME-01-2022-0013

*Henderson, J.A., Junqueira, W., Benjamin, L., Hines, E.M., Alarcón, J.D., Davis, J., & Cavazos, S. (2023). “Circle of success”- An interpretative phenomenological analysis of how Black engineering students experience success. Journal of Engineering Education. https://doi.org/10.1002/jee.20509

Ford, D.Y., Middleton, T.J., Hines, E.M., Fletcher, E.C., & III Moore, J.L. (2023). Theories and models: Anti-racist, culturally-competent counselors for Black gifted and talented students. Gifted Child Today, 43(6), 63-69. https://doi.org/10.1177/10762175221131063

Fletcher Jr.,  E.C., Hines, E.M., Ford, D.Y., Grantham, T.C., & Moore III, J.L. (2023). The school stakeholder community as a source of capital for the development of Black students in a high school engineering academy. European Journal of Training and Development, 47(3/4), 387-403. https://doi.org/10.1108/EJTD-11-2021-0195

Hines, E.M., Mayes, R.M., Harris, P.C., & Vega, D. (2023). Using a culturally responsive MTSS approach to prepare Black males for postsecondary opportunities. School Psychology Review, 52(3), 357-371.  https://doi.org/10.1080/2372966X.2021.2018917

• Division of Child, Family, and Community Engagement
• Counseling

• Group Processes and Analyses (EDCD - 608)

• Career and Educational Counseling (EDCD 610)