Download or read book A Phenomenological Study of the Experiences of African American Males Throughout Their Career Progression to the Community College Presidency written by William Chris Cathcart and published by . This book was released on 2020 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since their early days, community colleges have maintained a pivotal role as a provider of education to the diverse populations they serve. Over the years, these institutions of higher learning have been tasked with expanding access to education to those who had been denied even the possibility on the basis of race, economic stability, and a host of other factors. As leaders of these great institutions, community college presidents are seen as visionaries who are called to serve as the bridge between their institution and the communities they serve. In the past, the presidency has been a role largely reserved for White men with significant academic experience alone; however, in recent decades, sitting presidents have begun to retire, leaving institutional decision makers scrambling to identify new talent in a decreasing pool. While the ranks of presidency have been diversifying, men and women from racially marginalized communities still struggle to break through the glass ceiling. Within this qualitative study, I employed an interpretative phenomenological analysis approach to explore the lived experiences of African American males who have successfully ascended to the role of community college president. The research question is how do African American males experience their career progression to the role of community college president? To address this question, eight semi-structured interviews were conducted with sitting African American male presidents to understand their experiences. I applied a critical race theory lens to understand how each participant narrated their career progression as Black men. The findings of my study included five significant themes: (a) Black Experiences; (b) Can’t do it Alone; (c) Pressure to Perform; (d) Finding the Path; and (e) Racism exists but not a Barrier. Each of the findings represents acknowledgement of the challenges, opportunities, and experiences held by participants throughout their career journey. The implications of this study include an understanding that racism exists in the community college leadership structure and has an impact on the career decisions of Black men. This structural racism has the potential to limit the available talent pool for new community college presidents and must be addressed if these institutions are going to continue doing the critical work of providing access to education for the masses.
Download or read book CAREER PATHS BARRIERS AND PROFESSIONAL EXPERIENCES A COMPARISON STUDY OF AFRICAN AMERICAN COMMUNITY COLLEGE PRESIDENTS AND WHITE COMMUNITY COLLEGE PRESIDENTS written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploration of African American Male Community College Students Experiences Concerning Their Successful Postsecondary Enrollment written by Robin Dabney and published by . This book was released on 2012 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite increased numbers of African American male students in higher education, their academic achievement levels continue to be at disproportionate numbers compared to other ethnic groups and genders (U.S. Census Bureau, 2005). The purpose of this phenomenological study is to explore lived experiences of African American male community college students concerning factors hindering their academic progress and to understand perceptions of factors that influence their academic achievement in higher education. The current study identifies pertinent factors that will assist African American males to become successful in their postsecondary experiences. Findings from this study provide insights into predictors that may lead to academic achievement for African American male students. Phenomenological hermeneutic analysis was used to explore lived experiences of African American community college students. Six African American male students attending a community college in Virginia were interviewed. A semi-structured interview protocol approach was used to establish dialogue between the participants and the researcher. The interview questions were designed based on the literature review. The results illustrate how African American male students are able to overcome obstacles to ascertain academic success regardless of their race and postsecondary challenges.
Download or read book Knocking on the Doors of Opportunity written by Elmer A. Bugg and published by . This book was released on 2010 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Freshman Experiences of African American Males in Community Colleges written by Holly Smith and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study attempts to add the voices of male African-American community college freshmen to the larger dialogue of ethnicity and persistence in higher education via qualitative research methods. It builds upon previous qualitative research that focuses on successful African-American males in four-year colleges and universities by shifting the gaze from those who have completed a journey through higher education to those who are beginning their journey in higher education The purpose of this study is to develop an understanding of the freshman experiences of male African-American community college students. Findings from their freshman experiences will provide insight into the retention and transition experiences of African-American males in community colleges. This qualitative study is grounded in a postmodern epistemology. Phenomenological hermeneutic analysis is used to determine the meanings within the experiences of the African-American male community college students. The researcher interviewed six African-American males on two rural community college campuses to gather information about their first year experiences. Implications to established retention theories, including those of Tinto (1975) and Bean and Metzner (1985), are explored. Implications for higher education research on race related to stereotype threat and stigma consciousness are also explored. Finally, practical implications for community colleges are presented.
Download or read book Engaging African American Males in Community Colleges written by Ted N. Ingram and published by IAP. This book was released on 2018-05-01 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.
Download or read book The Perceptions and Lived Experiences of African American Male Presidents in California Community Colleges written by Tyree L. Robinson and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Current research has shown racial disparities and inequities among African American men who desire to be community college presidents in California, or already hold the position. This study explored why California has only 7 African American community college presidents on 115 campuses; how to overcome obstacles to attain the presidency position; what life/work experiences assists current presidents in their leadership positions in higher education, as well as each president0́9s trajectory that ultimately led them to the presidency. The study explored factors that have kept African Americans out of higher education leadership roles such as the presidency.
Download or read book Minority Community College CEOs Perceptions of Underrepresentation Preparation and Ascension to the Presidency written by CharMaine Y. Hines and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study explored the perceptions of thirty-four CEOs of color of the underrepresentation of minorities serving in presidential roles at community colleges. Research has identified an underrepresentation of race and gender diversity among community college presidents that fails to mirror the racial and ethnic diversity of community college students today. Historically and currently, the majority of presidents in American community colleges have been older white males. An analytical review of the research shows scant progress in diversifying minority-serving community college presidents, creating a need to understand leakage points in the pipeline to the presidency relevant to understanding the underrepresentation of minority community college presidents. This qualitative study used Critical Race Theory (CRT) and Glass Ceiling theoretical frameworks. Thirty-four CEOs of color participated, representing diverse ethnic backgrounds, including African American, Asian Pacific Islander, and Latino/Hispanic, and spanning twelve states and every region of the U.S. In semi-structured interviews, the CEOs described their perceptions of the underrepresentation of minorities among the ranks of community college presidents, their ascension to the presidency, and the leadership preparation necessary for attaining the presidency in community colleges. Multiple steps were used to conduct the data analysis. Counter-narratives were examined using a modified interpretative phenomenological approach (IPA) concept model the researcher expanded creating a nine (9) step system of data collection and analysis for the. Using the Pew Research Center's (2020) classification and name of generations as a guide, the researcher coupled and aligned each participant by both generations of the American community college, development (Deegan and Tillery, 1985; Geller, 2001) with distinct characteristics of generations of community college leadership style (Sullivan, 2001; Boggs and McPhail, 2016) hence updating the generation definitions and naming conventions. An analysis of the study determined the current focus of community college leadership development is more Equity Centered labeling the 4th generational style as Transformers and the 5th generation as Equity Achievers. What emerged were rich counter-stories and voices from Gen X and Gen X II/Millennials I leaders providing a unique perspective from this newest and little-explored generation of leaders. Findings arranged by composite, gender, and ethnicity groups retained participants' authentic voices. An analysis of the data identified significant themes that illustrate leaders' perceptions of challenges, barriers, and biases that contribute to the underrepresentation of minorities serving in presidential roles in community colleges. Themes included structural barriers within institutional culture, biased perceptions of race, and gender and systemic racism. Findings from the study indicate that the leadership development system that served a movement in the second half of the 20th century may be insufficient for addressing ongoing underrepresentation in the 21st century. Findings identified including lack of a clear pathway to the presidency, evidence of a leaky pipeline, a flawed hiring process and gatekeepers along the continuum, opportunity, access, support, mentors, and intentional leadership development. Systemic biases and structural racism, a glass ceiling for men and women of color, and socio-political forms of oppression as microaggressions, tokenism, invisibility, the Imposter Syndrome, and John Henry-ism. This study identified numerous deficiencies that impact the underrepresentation of minorities in the community college presidency offering sixteen (16) recommendations to improve practice. Recommendations included the role of university-based leadership preparation programs, a call to action for regional, state, and national associations and affiliate councils, and examining the role of boards of trustees and governing boards in leading the charge for diverse leadership. This study makes a practical, theoretical, and social contribution to the study of the underrepresentation of race and gender diversity in the community college presidency provides insight into the myriad of factors identified, gives voice to the newest generation of leaders, and discusses implications for future research and practice.
Download or read book Invisible written by Carl Stokes, Jr. and published by . This book was released on 2020-11 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This transcendental phenomenological study examined how Black fathers' perception of their own and their father's fatherhood impacts persistence in community college. This study interviewed six Black male community college students with children in New York State. The study posed three research questions: (1) How do Black male college students experience fatherhood (from a son's perspective) facilitating or impeding community college completion? (2) How do Black male college students experience their fatherhood (from a father's perspective) facilitating or impeding community college completion? and (3) In the experience of Black male college students, how do community colleges support Black students who are fathers? Findings show that fatherhood acts as a catalyst to community college completion for Black student-fathers, that children are a central motivation for persistence for Black student-fathers, and support systems in community colleges are lacking for Black student-fathers. The six emergent themes included parenting matters, impenetrable lifelong connections, resilience and progression, desire to be living proof, typical unnecessary obstacles, and true knowledge and acceptance. Recommendations for practice include recognizing Black student-fathers, implementing support programs specific to Black student-fathers, and actively recruiting Black male faculty and support staff. Recommendations for future research include broadening research nationally, including 4-year institutions, and examining student-fathers of different races.
Download or read book A Practical Guide to Becoming a Community College President written by Edward J. Valeau and published by Routledge. This book was released on 2021-05-26 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical resource helps aspiring leaders demystify the challenges associated with becoming a community college president. Building on existing scholarship and research related to historical origins of the community college, this book explores the role and function of the presidency, discusses existing demographics and the importance of meeting the needs of a diverse student population, and unpacks the required competencies and leadership challenges related to becoming a community college president. Including real voices from award-winning and current presidents as well as a step-by-step approach to attaining the position, this is an important resource that speaks to the needs of today and tomorrows’ community college leaders.
Download or read book Phenomenology written by and published by . This book was released on 2011 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the qualitative study was to explore the academic and social experiences of African American male students in an urban community college. This qualitative study utilized the phenomenology tradition as a model to provide insight into the academic and social practices that promote participation and success among African American male students in an urban community college. The primary research question that guided this study was: "What are the experiences of African American men enrolled at an urban community college?" Additionally, the following related subquestions were explored: 1. How does academic involvement help student learning and persistence for African American male students at an urban community college? 2. How does social involvement help student learning and persistence for African American male students at an urban community college? 3. What learning activities are most meaningful in college experiences of African American male students at an urban community college? 4. How do African American men perceive their in-class and out-of-class experiences at an urban community college? 5. What institutional factors facilitate and serve as barriers to academic success for African American men? The theories that were used to guide this study were Rendón's theory of validation and Steele and Aronson's theory of stereotype threat. The sample was comprised of 10 African American males varying in age and experience. The data were triangulated through multiple methods, including a recorded interview with each participant and a focus group interview. Participants were selected purposefully to ensure a participant pool comprised of individuals who would potentially have the most insight into the research questions and examined phenomenon. The analysis process resulted in the identification of five thematic categories that captured the essence of the participants' shared experiences. The categories are: (a) barriers to academic achievement; (b) strategies to ensure success; (c) pedagogy of engagement; (d) deconstructing stereotypes; and (e) diversity and supportive learning environments. The participants identified several challenges that impeded their participation and degree attainment in postsecondary education. However, support offered by programs, counselors, and mentoring in college played a crucial role in reversing the negative effect caused by the challenges they experienced. Moreover, positive interactions with faculty members helped participants build confidence in their academic ability, thus participants began to see themselves as capable learners. Furthermore, pedagogical practices that engaged the men as active participants in the learning process, and allowed them to make connections to their life experiences, inspired deeper learning among participants. Clear directions and constant feedback also emerged as practices that enabled participants to achieve success in their classes. Although participants reported positive social and academic experiences in postsecondary education, negative stereotyping experienced in primary and secondary education influenced their disposition toward learning, confidence in their ability to learn, and educational aspirations. Through the research, negative stereotyping during their early schooling years appeared to have a precipitous affect on their participation and attainment at the postsecondary level. However, diversity and supportive learning environment on the college campus emerged as significant factors that promoted academic and social involvement for the African American men in this study. Thus, the qualitative findings from this study contribute to broadening the discourse and informing the field of education of the perspectives and challenges facing African American men who attend community college.
Download or read book New Visions of Collective Achievement written by Darrell Cleveland Hucks and published by Springer. This book was released on 2014-11-26 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males takes you on a journey into the lives of three families of African American males, each with an elementary aged boy. Bear witness to each boy’s observations and insights on his current schooling experiences, also hear what older males in his family have to say regarding their schooling experiences. Employing qualitative methodology to include their frequently unheard voices in educational research, this book endeavors to move toward correcting this oversight. New Visions of Collective Achievement graciously offers each of us, as stakeholders, a most precious gift: a theoretical and practical framework to effect real, meaningful, and long-lasting change if we are courageous enough to take heed. “This refreshingly clear and focused book presents a comprehensive discussion on the schooling experiences of African American males across generations. This invaluable resource should be required reading for all educators who work with this population to show the value of education in the African American community.” – Chance W. Lewis, Ph.D. Carol Grotnes Belk Distinguished Professor of Urban Education, UNC Charlotte “New Visions of Collective Achievement provides educators with an important insight into the ways Black males experience their education across time. Through groundbreaking research presented in the voices of three generations of Black males, this book commands attention and calls for multiple stakeholders in our schools and communities to work together to cultivate and advance the social and academic well-being of Black males.” – Yolanda Sealey-Ruiz, Ph.D. Assistant Professor of English Education, Teachers College, Columbia University “New Visions encapsulates the spirit of African American males who are separated by generations, yet bound by a collective struggle against social injustice and a desire for success. Dr. Hucks invokes a reverence for historical oppression, an awareness of present day opportunities and barriers, and a visionary path for future generations of Black men.” – Ivory A. Toldson, Ph.D. Editor-in-Chief, The Journal of Negro Education; Associate Professor, Counseling Psychology Program, Howard University
Download or read book African American Male Students Perceptions of the Community College Experience in Rural Louisiana and how it Influences Graduation and Retention Rates written by Aaron Jagers and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study explored the obstacles African American male students face that can hinder their academic progress at community colleges within the rural regions of Louisiana. This study viewed the collective experiences of African American males in community colleges in order to improve their academic outcomes, completion, and retention rates. This study also explored the African American male's educational experiences and the personal and academic obstacles they faced as students in the community college environment. This study used a research design that collected data from African American male students in two rural Louisiana community colleges. This study utilized a survey as the means to collect data. The dependent variables in this study were age, first-generation college student status, academic goal, and full-time or part-time job status. The independent variables were institutional factors that affect students' completion rates, role of relationships with instructors, and impediments to social engagement in the community college environment. There were 100 African American male students who participated in the survey. The survey included 25 questions. There were 4 questions that measure participants' demographics. The demographics being measured were age range, first-generation college student status, academic goal, and job status. There were 7 questions that measured the institutional factors that may affect completion rates. There were 9 questions that measured the experiences with faculty. There were 5 questions that measured student engagement socially and academically on campus. Answers were given based on a Likert scale or a list of responses from which to choose. Data analyses used to address the research questions include descriptive statistics for Research Questions 1-3 and one-way ANOVA for Research Question 4. Results from this study showed a statistically significant relationship between the African American male students' demographics and institutional factors, relationship with instructors, and social engagement as a predictor for retention and graduation rates. This study provided data for community college administrators, state and federal-level policy makers, and faculty to help improve degree, diploma, and certificate attainment of African American males in community colleges.
Download or read book You Want to be the First But You Don t Want to be the Last written by Thelbert Wayne Snowden (Jr.) and published by . This book was released on 2019 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seventeen percent of American college and university presidents are classified as a member of a minority racial or ethnic group; African American/Black college and university presidents only make of eight percent of those leaders (American Council on Education, 2017). Recently, historically, white liberal arts colleges (HWLACs) have been leading the charge in diversifying the American college presidency, with at least five new presidents who identify as African American/Black since 2013 (Lewis, 2016). A handful more of African American/Black presidents at HWLACs have since been added and it is important that the stories of current African American/Black college presidents be told in order influence and support future leaders. This study explores the career pathways of eight African American/Black presidents who lead (or have lead) HWLACs. Through their experiences, they offer a glimpse into their rise to the position of president at their respective institutions and the impact race has had on their abilities to lead. Most of the presidents had considerable experience as academicians prior to their appointments while others were prepared through leadership in industry before moving into higher education. Each of the participants held the distinction of being the first of their race to be named president at their respective institution; and some actually, became presidents at more than one institution. Furthermore, the presidents consider their position as a call to service and assume a responsibility to influence future diversity in higher education leadership. Each president's story presents opportunities that can be used to help prepare future leaders through professional development, mentoring relationships, and the improvement of doctoral (and terminal) degree programs.
Download or read book An Exploration of Culture as an Agent of African American Male Persistence from a Community College written by Karen E. Polite and published by . This book was released on 2018 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The problem of lack of persistence to graduation of more African American males from the community college is complex. The complexities can be found in the micro, mezzo, and macro lived experiences of African American males at the community college. This phenomenological study sought to understand the role of culture as an agent in African American male persistence at a Community College. Two research questions were examined: (1) what micro, mezzo and macro cultural factors lead to African American male persistence? (2) What micro, mezzo and macro factors negatively impact African American male persistence? The findings revealed internal and external factors that led to African American male persistence at the community where this study was conducted. The findings also uncovered internal and external barriers that hinder African American male persistence at a Community College. The findings provided an in depth discussion, which led to implications and conclusion for social work leadership, practice and research in higher education.
Download or read book Diagnosed But Not Defeated written by Kennedi Strickland-Dixon and published by . This book was released on 2013 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: African-American males are disappearing at alarming rates before our eyes through racially driven practices that secure their position in the penal system and special education. Though many scholars in the field of education have highlighted alarming rates of incarceration and over representation in special education for African-American males, society has accepted these practices as a normal standard of living for Black males in this country. African-American males who have not become part of the penal system and have successfully matriculated into college are considered to be an exception to the rule rather than a standard to live up to. Though a plethora of research exists depicting a dismal state of affairs for African-American males, as evidenced by their lack of academic achievement and over representation in special education, absent from the literature are stories reflecting resilience in the midst of academic and environmental adversities. The purpose of this inquiry is to explore the experiences of African-American males with past histories of enrollment in special education who have demonstrated resilience and are successfully attending a community college. The focus of this study is to examine protective factors that led to their successful transition to a community college.
Download or read book The Life Experience of African american Male College Graduates During Their College Years written by Brenda Joyce Hildreth and published by . This book was released on 2007 with total page 1787 pages. Available in PDF, EPUB and Kindle. Book excerpt: [Abstract] The current research focused on the question "What is the life experience of African-American male college graduates during their college years?" The transcendental phenomenological research model was used. Data was collected from audio taped, transcribed, open-ended interviews of twelve research participants who earned a bachelor degree or higher and had identifiable Black African or African-American ancestry. The data revealed six textual themes: (1) AAM college graduates described their expectation that a college degree would result in a good job; (2) AAM college graduates spoke of going through the process of identifying focus issues early in their college years; (3) AAM college graduates experienced being intrinsically and extrinsically motivated to graduate; (4) The academic abilities of AAM college graduates were often recognized by themselves and others; (5) AAM college graduates experienced stress caused by college.; (6) AAM college graduates described how they coped with college stress in a number of ways. The seven universal structures were interwoven with the themes. The college experience's materiality was described as rough, difficult, hard and a struggle due to the social climate and occasionally the coursework. Time was described as moving quickly with a focus on the future. Words like "pushed", "gravitating together" and "connecting" described the spatial experience. Research participants approached causality with the belief he were in charge of their destiny. Bodyhood involved an awareness that the color of their skin, set them apart from most on their predominately White campuses and the injustices they experienced were often due to their bodyhood. The African-American male college student tended to view himself as determined, capable, with high self expectations. They experienced those around them as either members of a group that was supportive, viewed them as capable examples for others and had high expectations of them or they experienced others as a group that disliked them and believed they were trying to be something that they were not. While the small sample has limited generalizability, the findings can be helpful to college staff, parents, and anyone else involved with (1) preparing African-American males for college and (2) helping them through college.
