Dr. Erik M. Hines is an assistant professor in the Department of Educational Psychology at the University of Connecticut. Dr. Hines teaches in the counseling program and prepares graduate students to be professional school counselors. Dr. Hines’s research agenda centers around: (a) African American male academic achievement and college readiness; (b) parental involvement and its impact on academic achievement for students of color; and (c) improving and increasing postsecondary opportunities for first generation, low-income, and students of color (particularly for African American males). Additionally, his research interests include career exploration in the fields of Science, Technology, Engineering, and Mathematics (STEM) for students of color in K-12. His research has appeared in peer-reviewed journals, such as the Journal of Counseling and Development, Professional School Counseling, and The High School Journal.
Areas of Expertise (3)
University of Maryland: Ph.D., Counselor Education (Urban School Counseling)
College of William and Mary: M.Ed., School Counseling
Florida State University: B.S., Social Science Education
Hillsborough Community College: A.A., Secondary Education
Media Appearances (2)
The Fine Line Between Safe Space and Segregation
The Atlantic print
That’s one reason another institution, the University of Connecticut, earlier this year announced a living community specifically for black men. Erik Hines, an assistant professor who was set to serve as a faculty advisor to residents, told The Atlantic at the time that the space was in part an attempt to address the fact that black men graduate from college at a lower rate than many of their peers. While graduation rates for white, Latino, and Asian students, as well as black women, are in the 70s and 80s at the school, graduation rates for black men are in the 50s. The school pointed out that young men of all backgrounds will be permitted to apply to the living community, and that the housing isn’t meant to exclude anyone, but to provide a safe space for students who may feel detached from the university community more broadly. The community is an attempt, Hines said, to give black students who may be in majors with just one or two other black students a chance to connect with other people who may feel isolated and may also feel burdened with representing the black community as a whole.
UConn's Plan to Offer Living Space for Black Male Students Sparks Concern
National Public Radio radio
Many colleges struggle to keep black men from dropping out. The University of Connecticut is doing better than most, and now it's taking a step further by creating the ScHOLA2RS House. "It's a living and learning community that will be a section of a dorm, and house about 50 students," said Prof. Erik Hines, director of the ScHOLA²RS House. "It aims to help black males with class work, and provide them with mentorship, counseling, and prepare them for graduate school."
Laura Gonzalez, L. DiAnne Borders, Erik Hines, Jose Villalba, and Alia Henderson
The Hoover-Dempsey et al. (2005) model of parents' involvement in their children's schools has recently been applied to Latino immigrant families. This article reviews that literature and then describes culturally appropriate strategies for school counselors to work with this population, focusing on (a) teacher and counselor invitations to the family, (b) parent or partnership-focused role construction, and (c) flexible formats for involvement that respect families with limited time. The article includes a sample Latino Family Night program...
Erik Hines & Cheryl Holcomb-McCoy
Parental characteristics, ecological factors, and the academic achievement of African American male high school students were examined. One hundred fifty-three 11th and 12th grade African American males completed the Parenting Style Index (Steinberg, Lamborn, Darling, Mounts, & Dornbusch, 1994) and a demographic questionnaire. Results indicated no significant relationship between parenting styles and enrollment in honors courses...
Cheryl Holcomb-McCoy, Paul Harris, Erik Hines, and Georgina Johnston
This article explores the factor structure of the School Counselor Multicultural Self-Efficacy Scale (SCMES). For this study, a total of 181 usable scales were returned by members of the American School Counselor Association. Exploratory factor analysis on the 90- item scale suggested a six-factor structure. The six factors or subscales that evolved were (a) Knowledge of Multicultural Counseling Concepts, (b) Using Data and Understanding Systemic Change, (c) Developing Cross-Cultural Relationships, (d) Multicultural Awareness, (e) Multicultural Assessment, and (f) Applying Racial Concepts to Practice...