Dr. Mary Ann Springs - Dissertation Chair, Dr. W.A. Kritsonis

8/4/2019 Dr. Mary Ann Springs - Dissertation Chair, Dr. W.A. Kritsonis

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LIVING LEGACIES: A PHENOMENOLOGICAL STUDY

OF SEVEN AFRICAN AMERICAN MALE

EDUCATIONAL LEADERS AT A SOUTHWESTERN

HISTORICALLY BLACK COLLEGE AND UNIVERSITYIN TEXAS

A Dissertation Defense

By

Mary Ann Springs

Dissertation Chair: William Allan Kritsonis



William Allan Kritsonis, PhD

(Dissertation Chair)

Dr. Douglas S. Hermond

(Member)

Dr. Patricia Hoffman-Miller (Member)

Dr. Carl Gardiner

(Member)

Dr. Solomon Osho

(Member)



Introduction

African American male leadership is crucial to

the African American community because of

the rise of Black-on-Black crime, poor

academic performance, the overrepresentation

of Black males in special education, and

disproportionate numbers of African American

male incarceration in comparison to otherraces (Child’s Aid Society, 2006; Ladson-

Billings (1999).



Without proper guidance programs and the

necessary mentors and coaches to help young

African American males, this group may lack

the resilience to work hard and become

productive citizens that will carry the legacy of

African American male leadership (Child’s AidSociety, 2006).



The consistent decline of African American

male participation and contribution to the

African American community could lead to the

absence of future leaders of HBCUs and public

schools in general (Jackson, 2001; Wiley,

2001; Woodson, 1933/2005).



Despite these social, political, and cultural

barriers that impede African American males,

many do succeed. In fact, African American

male educational leaders at HBCUs are

successful and have a significant influence on

African American male students throughmentorship (Lucas, 2010).



The literature tells us little about the impactand influence of such men; therefore, the

researcher conducted a study that woulddescribe the impact of Critical Race Theory(CRT), what made the subjects of the studyresilient in overcoming societal barriers, andthe significance of mentorship on their journeytoward educational leadership.



The researcher utilized search engines such

as ProQuest, Sage Publications, and EBSCO

Host search engines to locate studies on the

emergence, essence, and influence of African

American male educational leaders who

survived societal barriers and becamesuccessful at an HBCU in Texas.



The researcher was approved to conduct a

phenomenological study devoted to examining

the emergence of African American male

educational leadership as perceived,

experienced, and exercised by African

American male administrators of an HBCU inSouthwest Texas.



Research Questions

Research Questions

The following research questions guided the

study. According to Marshall and Rossman, ascited in Creswell (2007), the central question of a

phenomenological study should be explanatory

in nature when little is known about a particularphenomenon and descriptive when describing

patterns related to the phenomenon.



Research Question #1

What was the evolution of leadership over thepast three decades of seven African American

male educational leaders from a Southwestern

Historically Black College and University?




What critical moments in history haveimpacted the educational leadership style(s)

of seven African American male educational

leaders from a Southwestern HistoricallyBlack College and University?




Which leaders from the past have left animpression on seven African American male

educational leaders from a Southwestern





In the face of social, political, or racialadversities, what influenced the decisions of

seven African American male educational

leaders at a Southwestern Historically Black

College and University?




What is the essence of the leadership of sevenAfrican American male educational leaders at

a Southwestern Historically Black College and

University?




How has the leadership of seven AfricanAmerican male educational leaders influenced

students, policy, the development of programs,

strategies, and curriculum at a Southwestern




Purpose of the Study

The purpose of this study was to conduct aphenomenological investigation that gave voice toseven African American male educational leaders.

The study examined the emergence of educational leadership and its impact on AfricanAmerican males as perceived, experienced andexercised by African American maleadministrators of a Historically Black College andUniversity (HBCU) in Southwest Texas.



Significance of the Study

Absence of Black leadership and Black mentors willnot only negatively impact public and post-secondaryschools that educate African American males but willimpact these young men by decreasing their influenceand visibility at the social, political, economical, andeducational levels (Stupak, 2008).

Failure in these areas could ultimately affect thenation as a whole when considering true and timelyreformation.



The researcher conducted a hermeneuticalphenomenological study that focused on the life

experiences of seven African American maleeducational leaders at an HBCU.

This study may serve as a tool to restore what"excellence in action" looked like in the form of phenomenology, the re-creation of livedexperiences.



The desired outcome was four-fold:

1. To foster the meaningful paternal relationships from senior

educational leaders to succeeding generations;

2. To teach and share leadership characteristics with young

male youth of all backgrounds;

3. To encourage African American males to graduate; and

4. To inspire and motivate African American males aspiring

leadership positions in public and higher education.



8

The study highlighted seven African American male educationalleaders and gave them opportunity to be heard with minimalinterpretation from the researcher.

This study did not reflect the thoughts and opinions of the entireAfrican American male educational leadership population; neitherwas the narrative experiences of the participants germane to allAfrican American male educational leaders but included the uniqueexperiences of the seven participants of the study.

The study added to the limited body of research on AfricanAmerican male educational leadership among HBCUs in theSouthwest region of the United States.



Personal Statement

According to Moustakas, as cited by Creswell(2007), “the first step toward "phenomenologicalreduction" in the analysis of the data is for theresearcher to set aside all preconceived ideas orexperiences in order to best understand theexperiences of the participants” (p. 235).

The researcher therefore shared her experienceswith risk and protective factors that have framedher interpretation of leadership.



Delimitations of the Study

This study looked at seven African Americanmale administrators, therefore eliminating the

experiences and contributions of African

American female administrators. The

participants of the study have all served as

educational leaders at a Southwestern HBCU.



In addition, the participants of the study arecurrently serving as a professor or

administrator at the university chosen for thestudy. The participants of the study haveserved the same HBCU for 30 or more years.Based on the criterion, seven AfricanAmerican male educational leaders emerged asparticipants for the study.



Limitations

First, participant's narrative expressions maybe limited to the researcher's ability to use

strong and descriptive language in order to

accurately report the experience.



Second, since the study and experiences arespecific to the participants in question, the

reproduction of this study for a larger

population with different demographic and

racial make-up could change the outcome.



Third, since participants shared experiencesfrom the past, their expressions may be limitedto their capacity to recollect information.



Fourth, the study depended upon the honestresponses of the participants while sharing

their experiences.





Sixth, the demographic survey asked foroccupational information that could potentially

reveal the participants identity. The

participants were given the liberty to answer or

not answer any portion of the questionnaire.



Literature Review

In order to understand the phenomenon of African American male leadership, it is

important to understand their history as apeople. The aftermath of slavery, racism, andinequality has left a negative impact on theplight of African American males at theeducational, social, and political levels(Woodson, 1933/2005).



It is important to note that these risk factors

have significantly decreased the pool of

African American males as future leaders in

society (Eatman, 2000; Green, 2001; Wiley,

2001). Racism and inequality has had a major

impact on African Americans and continues toaffect many aspects of their lives.



The literature review began with the history of

Black education in the South, the rise andsignificance of Historically Black Colleges andUniversities (HBCU), and the establishment of African American male leaders at the nationallevel.

Leadership styles of African American men wereexamined in addition to their barriers in highereducation.



The review also revealed the significance of

mentorship for future generations of African

American males and discussed Critical Race

and Resiliency Theories. The literature review

concluded by identifying risk factors that

potentially threaten African American males.



In general, the following were examined relative to the literature review:

• History of Black Education in the South

• Critical Moments in African American History

• Black Leaders and Politics

• The Jim Crow Laws and Segregation

• The Black Power and Civil Rights Movements

• The Black Family and Community

• The Rise of African American Leadership and National Leaders

• Leadership Styles of African American Men

• Frederick Douglas



• Henry Highland Garnet

• Marcus Garvey

• William Edward Burghardt DuBois

• Malcom X

• Dr. Martin Luther King, Jr.

• Educational Leaders of African American HBCUs

• Black Faculty in Higher Education

• African American Male Administrators in Higher education

• A Brief History of HBCU Educational Leaders

• Leadership Demands



• The Significance of Mentorship for African American Males

•

Critical Race Theory

• Resiliency Theory

• Risk Factors that Threaten African American Male Youth



Methodology

1. Chapter three described the methodology for this study by defining the research

design, participant selection and description, data collection method, and analysis.

2. The researcher described the qualitative methodology used for the study and gave the rationale

for the methodological selection. The research design and the role of the researcher were

also detailed.

3. Data collection included interviews, demographic information, artifacts, and vitas.



Subjects of the Study

Seven participants were selected based upon criterion sampling

The following criteria were used to determine the participants for the

study: African American male, educational leaders or teachers who became

leaders at a Southwestern HBCU in Texas, served the university for 30 or more

years, and currently serves as an educational leader at the same Southwestern

HBCU. Successful African American male leaders would include the

attainment of a doctoral degree and stabilization of employment.



Instrumentation

1. The study required the use of four forms of data: demographic information, interview

questions, artifact observations, and vitas.

2. Each participant was asked to complete a

demographic instrument prior to schedulinginterviews. The instrument included familial,educational, and occupational information.



3. The researcher scheduled three face-to-face in-

depth interview sessions with each participant

comprised of open-ended and semi-structuredinterview questions.

4. The same questions were asked of eachparticipant, and when necessary, a follow-up

question for clarification to a previous response.



5. For the purpose of the study, interview

questions were experience or behavioral in

nature. The researcher interviewed African

American male educational leaders who shared

their past and present experiences and

behaviors which led to their success.







Data Analysis

Table 1 includes the six research questions thatguided the study and the data collection

instruments. The letters "IQ" represent eachinterview question as they align with eachresearch question.

An X represents data used for triangulation. Theresearch questions were answered in thefollowing manner:



Research question one was answered by interview question one of

the interview instrument. The demographic survey, observational

artifacts, and vitas were used for triangulation and verificationpurposes.

Research question two was answered by interview question two.

Research question three was answered by interview question four.





Table 1 Data Collection __________________________________________________________________________________

Question No. Interview Instrument Observations of Artifacts Vita__________________________________________________________________________________

Research Question 1 IQ 1 X X

Research Question 2 IQ 2Research Question 3 IQ 4

Research Question 4 IQ 3

Research Question 5 IQ 7 & 8

Research Question 6 IQ5& 6 X X

__________________________________________________________________________________

Note. Research questions will be answered by the interview instrument (IQ). The X represents data that will be used for

triangulation. Demographic information will be used for triangulation as well.







Data Analysis

Chapter four contained the narration of thehistorical, social, and reflective aspects of

leadership among seven African Americanmale educational leaders and how theyovercame barriers in the attainment of theircareer goals.



The data analysis process began with uploading allaudio-taped interviews into the researcher’s computer.

An individual file was created for each participantwith the letter A representing participant1, letter B forparticipant 2, letter C for participant 3, letter D forparticipant 4, letter E for participant 5, letter F forparticipant 6, and letter G for participant 7. A similarfile was created for the participants’ observations of artifacts.







3. Which leaders from the past have left an

impression on seven African American male

educational leaders from a Southwestern










Narrative Responses

1. When and how did your journey toward leadership begin?

2. Throughout your life, what social, educational, or political risk factors did you

experience as potential road-blocks in the pursuit of your career goals and how did

you overcome them?

3. What do you contribute to most of your ability to overcome barriers throughout your career as an

educational leader?

4. During your life as a young man, who were the leaders that inspired you, what qualities did they

possess and how did these qualities influence your leadership?







Participant A

I believe my journey toward leadership actually started when I

was probably in elementary school. I think some of my

teachers recognized that I had a gift for teaching. I wasactually, I guess, a kind of peer tutor. I didn't know what I was

doing back then in those days; I was just doing what I was

asked to do. When I think about it though, that's how they

utilized the gift that I had to support other students. I think thatwas when my journey toward leadership began.





Participant C

I would say that my leadership journey began in

high school. When I was growing up in the rural,segregated South, I participated in a program which

was called the “New Farmers of America” (NFA).

As part of that we, went through leadership training.

We were taught leadership skills and given

opportunities to participate in leadership.












What critical moments in history have impacted

the educational leadership styles(s) of sevenAfrican American male educational leaders from

a Southwestern Historically Black College and

University?









Participant C

Well, communities were segregated. We had Black leadership in the Black

community. We had Black neighborhoods and Black businesses, even in the

small towns. You could easily identify leadership because it started with the

churches. The churches were always a powerful force in the community. Those

individuals were the outgoing people, the people with resources. So they were

looked up to as leaders in the Black community. But opportunities were still

limited. So, this caused me to alter my goals to pursue education and attain

my advanced degrees.



Participant D

During my formative years, racism was prevalent, but I

was never exposed to it. Even though we heard about the

racial turmoil of the nation, we were sheltered within our

communities and them in theirs. We just accepted it as a

way of life. If there’s something blocking my path, I

believed that I could still get there some kind of way. Onehas to work around the obstacles in order to reach their

destination. I never recognized the challenges of racism.







Participant G

Growing up in the Black community gave us such a strong foundation.

Having strong mentors and role models that demonstrated excellence intheir field was a source of inspiration for me. The Civil Rights Movement

had a great impact.

It allowed African American males to demonstrate their leadership. Dr.

King used his logic and reasoning in understanding how to move theAfrican American community toward equality. These events have not

changed my leadership philosophy; so, if you ask me today what my

leadership style is; I'd say my leadership style is open and transparent.





Participant A

There were the principals of the school that inspired

me, and certainly my father and mother. My

mentors were my ministers, Dr. Martin Luther King

Jr., Presidents Kennedy, Eisenhower, and, later,

Ronald Reagan, and even international leaders. So, I

think that the people that inspired me were peoplewho provided leadership in such a way that got the

job done.



Participant B

There is a laundry list of males who inspired me. There were

coaches, physical education teachers, principals, spiritual

leaders, gentlemen in the community, presidents of myuniversity, and presidents who were my fraternity brothers.

Those were the kinds of people that I gravitated to. For me, it

goes back to the people who were your mentors and those you

respected and wanted to be like. If I were to describethem…they all had integrity and self -discipline; their

demeanor seemed to be so fair and just.





Participant D

While growing up in the country, I was exposed to Sam Tucker, a Black

cowboy. At a young age, I would have liked to have patterned my life

after his. He was a strong Black man, who would tell stories of how hegrew up. He was just a strong person. His demeanor was so calm...he

was just outstanding. He took responsibility for his wife, worked at the

ranch, and took care of his people. As a foreman, he made sure

everyone worked together well at the ranch. He was hard-working. His

style was not authoritative, and you never heard him holler at anyone;he would just go to work.





Participant F

Well, my inspiration to be a leader came from my dad. He was

the embodiment of a champion. I had role models during high

school and college that had a great impact on me. Whileattending the university as a student, I had three Black

professors who became my mentors. I had an outstanding

example of leadership from the president of the university at

the time. They were caring and you could touch them becausethey were approachable. They were all about the students.











Participant C

I would say my faith in God… I don't talk about it a lot, but that's been

the big stabilizer for me. Going through many challenges, I could

always know that going back to Biblical scripture and reading myfavorites would give me comfort in knowing that in the end, I'm going

to be okay. When I saw the direction, the impact that segregation, now

desegregation, was having, it made me change my thinking. These jobs

are not going to be there for me in the future. So, I thought maybe I

should set my sights on the college level. Over the years, I’ve learnedthat you get more done through democratic leadership.







Participant F

My dedication to education has helped students to understand

that they can't get anywhere without working hard and to be

the best that they can be. I teach those ideas, and demonstrateto them what it takes to be a great thinker. I teach them to have

a positive attitude, and that if anybody else could do it, they

could, too. We don't have that kind of enrichment of Black

professors anymore. It's scary that nobody cares about ouryoung Black males. I put blood, sweat and tears into my

students…I work night and day trying to help them.



Participant G

Having knowledge and being educated were factors that helped

me to overcome challenges, in addition to having strong mentors

and role models that demonstrated excellence in their field. So,

yes, there were laws, and we knew those laws; but we were

intelligent enough to abide by them, and not allow the laws to

subjugate us to inferiority. These events did not alter my

leadership style…I’ve always believed in transparency and

consensus among the group.

R h Q ti #5




What is the essence of the leadership of seven

African American male educational leaders

from a Southwestern Historically Black

College and University?



Participant A

I see it as a big responsibility being in a position to

encourage younger Black males to do the best they can.

I'm trying to make sure that younger Black males have

many experiences to lead and take advantage of

opportunities that come up. I just worry when I see Black

males that are being placed in positions where they maynot have that same kind of encouragement, which is why I

take mentoring very seriously.

3



3

Participant B

For me…if I were to sum it up… if I can help somebody, let

me do that. When a male sees me, I'd like for him to see and

desire to use many of those strategies that he sees within me.We have to set examples as leaders to inspire them to emulate

the qualities of a leader; therefore, we must lead correctly.

There are many people who are leaders, but their behavior is

unacceptable. Therefore, African American males who arelooking at those types of leaders need to be careful of what

they choose.





Participant D

Serving as an African American educational leader means having the

ability to impact the lives of people. The heart of my leadership has

been the power to “impact”. If you look at a medical doctor, while hemay be the one who is making the impact, he can only touch one

person at a time.

But, as an educator, you have the potential to reach twenty, thirty,

forty, or perhaps a hundred people at one time. So, impacting the livesof people... that is the key. That is what educational leadership means to

me.





Participant F

It feels great. It's a joy. It's outstanding, considering the impact that I've

had on young people at the University and beyond. The reputation of

my teaching style has encouraged students to come to my alma mata

seeking my instruction.

The journey has been great, and as I sit back and reflect, I know I didn't

cheat my students. They were successful all across the country because

they had the background knowledge. I thank God for that, and it has

been a blessing to have influenced the lives of my students.



Participant G

“I think it was an accomplishment.”





How has the leadership of seven African

American male educational leaders influencedstudents, policy, the development of programs,

strategies, and curriculum at a Southwestern

HBCU in Texas?





Participant B

Serving as a role model is important. There is a

disconnect in what I think the young Black malestoday, based upon the period in time in which

they are growing up, have tried to redefine some

basic things like respect, integrity, and honesty.





Participant D

The truth is “uncompromising” discipline…That’s probably

the best description of what African American male leaders

offer. In my opinion, this quality kind of sums up whatPresident Obama represents: truthful, uncompromising

discipline, which indicates that he knows what needs to be

done. The President has people challenging him in many

different ways, yet he demonstrates the strong ability to listento them. Even as President of the United States of America,

Barack Obama is still denied the respect he deserves.





Participant F

When people of other groups recognize our accomplishments

as African-Americans, they are amazed. Schools don't teach

Black history to White students, Asians, or whomever, so theydon't know that Black people have made significant

contributions to society.

President Obama has made an impact now, but the struggle toovercome had already been established by Dr. King and others

in what they had done for society.



Participant G

The first thing that educational leaders must

understand is that they're not bosses; they’releaders. Leaders command they don't demand.

As a leader, you have to clearly understand and

become familiar with the people that you're

working with and serving.





(part two-policy/programs, etc)

Participant A

Well, I’ll give one example: the Capital Campaign….We raised $33 million when the economy was down. I

was on the Faculty Advisory Committee at the district

level. I’ve written and continue to write policies for theUniversity.



Participant B

In my case, individuals are privileged to write an acknowledgment in their research

papers in my class. I have just hundreds of acknowledgments that express their

appreciation for helping them to conduct research correctly.

For the 55 years that I've been here, I've been able to lead in some of the highest

levels of leadership because of the reputation that I have developed in high school

and by men who served as my mentors. I've been privileged to have a reputation of

someone that knows how to get a job done as it relates to leadership. When you

look at my legacy, when you look at my background, people voted me into those

positions.





Participant D

Well, some of my former students have went on to obtain their Ph

Ds . I guess over eighteen years, I can say that I helped in the

development of the electrical engineering curriculum and pushedfor the establishment of seven engineering labs; When I was

serving as the interim dean, I presented the administration with

the Masters in Electrical Engineering with the possibility of

designing a PhD program in a few years. So, I introduced the

concept and the information on how to get the programs started.



Participant E

In fifty-eight years I have touched a lot of students. I

imagine, at that time, I am sure there are at least 400 or

500 physicians that I have taught, and it’s something to be

proud of. At one time, every student that went to medical

school had to take my class. As the department head, I

was involved in curriculum changes in biology, whichincluded the input of faculty members.



Participant F

Just about all of the students in engineering were

influenced by me because they were required to take

my class. This number also included high schools

across the state of Texas and other schools in the

nation. As a faculty, we have been able to write

proposals and get grants for millions of dollars to

sponsor programs that benefited the students.



Participant G

I have a list of students who have graduated and gone to

medical school from 2000-2011, and it reads as follows: the

University of Texas Medical Branch, Tulane University,Baylor College of Medicine, Boston University College of

Medicine, Brown University Program of Medicine, Howard

University, Indiana University, John Hopkins School of

Medicine, Meharry Medical College, Michigan StateUniversity of Medicine, New York College of Osteopathic

Medicine,



Ohio University, Oklahoma State School of

Osteopathic Medicine, Philadelphia College of

Osteopathic Medicine, Russia Medical,Temple University, Texas A&M University,Texas Tech University,







c. Community, family, and national leaders as mentors;

d. Negative risk factors were not acknowledged as

roadblocks;

e. African American males impact and continued service to

youth;

f. Influence inside and outside of the school community.





These men pursued education as a career path

by influence or limited job opportunities.

During their tenure at the University, as youngmen, they were given the opportunity to fillleadership positions at an HBCU.

Some took on the responsibilities and title of

a specific position yet did not receive the pay.



B. Recognized Negative and Positive Impacts of Segregation and Integration

All seven participants agreed that the Jim Crow era had accomplished its

mission of establishing a culture of inequality and separatism that eventually

became the norm.

On the contrary, all seven of the participants agreed that segregation and

the laws became a protective factor by providing African American males the

opportunity to exercise their leadership and manhood by solving political and

social problems that the nation's leaders would not address. Gritter (2010)

found that while participants were subject to the laws at the time, Black

southerners used their knowledge and intellect to advance the education of

their people.





Two out of the seven participants noted that during the

early stages of their leadership, they were autocratic in theirapproach but later developed a more democratic andeclectic approach.

The issues that were presented during their livedexperiences were viewed as challenges that could bedefeated through faith and belief that they could overcome,financial independence, knowledge, taking risks for the sake

of the cause, and access to dynamic role-models thatunderstood the mission of cultivating a strong AfricanAmerican nation.



C. Community, Family, and National Leaders as Mentors

The seven participants stated their mentors and role

models were a kaleidoscope of local and national

leaders at the familial, community, educational, spiritual

and national levels. Frazier (2009) found that family,

community, and national leaders were critical to the

recognition, selection, and development of African

American leadership.



All seven participants, identified teachers and

educational administrators as mentors and role

models. The participants expressed how theirmentors led by example by way of integrity,

discipline, teamwork, goal orientation,

perseverance, education, and compassion(Scott, 2011).





The seven participants attributed their career

success in the field of education to parents orfamily members, teachers, administrators, and

national leaders during pivotal moments in

Black history.



According to the participants of the researcher’s

study, African American communities were powerful

and developed outstanding educational values whenthey embraced the same ideals as a collective group

(DuBois, 1903/2003; Woodson, 1933/2005).



One participant felt strongly that the Black

community lost its sense of direction when

African American national leaders wereassassinated. Because no alternative leader

was in place after the assination of Dr. Martin

Luther King Jr., the African Americancommunity lacked a sense of direction.



Another participant concluded that after African

Americans gained a degree of rights and equality,though not complete, the struggle to fight for a

just cause diminished.

He believed this slowed the momentum of

continuing to gain knowledge, exercising anddemanding excellence from oneself and the valueof community and church.







The majority of the participants mentioned the

importance of role models. Four participants

mentioned their faith in God as a protectivefactor in overcoming barriers to success.

Overall, the participants of the study had

access to an array of positive role models andstrong family connections.



E. African American Males Continued Service to Impact Youth

When asked about the importance of African

American males as educational leaders to

society, the commonality among the seven

participants' responses was having the

opportunity to influence the lives of students(Barker, 2009).



The participants attributed their resiliency, to role modeling for

assurance of core values, education, double standard work ethics,

uncompromising discipline, and effective people skills. Possessing

the ability to overcome barriers from a different cultural perspectiveenabled Participant A to bounce back from the impact of unjust

laws.

Walker (2007) exploration of 12 African American male leaders

utilized their social and academic knowledge to enhance theirleadership skills in actively serving their institutions, which served

as a buffer against negative stereotyping.



Participants B, C and D felt that serving as role

models could guide and preserve values that

define manhood. Participant F postulated thatthe absence of African American history in

mainstream schools have robbed society of the

rich contributions and intellect of AfricanAmericans.





F. Influence Inside and Outside of the School Community

Over 30 years of experience in educational leadership in the area of the

endowments and grant proposals were represented by four out of the seven

participants such as the “Capital Campaign”, agriculture, math/science, andbiology grant proposals.

These funds provide scholarships for students and fund programs and research

projects. All seven participants either developed policy or curriculum at the

university, state, or national levels. Lucas (2010) and Howard (2007) revealedthat service/partnerships in and outside the school community supports student

growth and the value of civic engagement.



All seven participants expressed their

fulfillment in serving as mentors/role models to

their students. The medical profession/schoolsacross the nation have accepted myriads of

students because of the reputation established by

two of the participants.





While only a few participants of the

researchers study have had an impact onsociety at the state, national, and internationallevels, all seven of the participants agreed thatinfluencing, serving, and shaping the lives of students was their primary goal and the reason

they looked forward to coming to work everyday.

HBCUs Helped Prepare Students for Success



According to the participants, HBCUs werehavens during segregation because theyprovided examples of great educational rolemodels, exposed African Americans to what

was taking place in mainstream society as itrelated to the establishment of neworganizations (i.e. Boy Scouts and scholastic

events), and major educational events amongAfrican American school communities acrossthe nation.





Dedication to Excellence and Strong Work Ethics

According to Fraizer (2009), African American male

administrators have gone through many challengesduring their leadership journey as it relates to racism and

injustice, yet maintained their resiliency in

attaining their career goals.



In addition, the study confirms the

researcher’s findings in that such barriers

encouraged the development of resiliencythrough faith, strong work ethics, a positive

mental attitude, education, a strong self-

concept, access to education, and powerfulrole-models and mentors.



Many participants were not privileged to

have their college tuition paid for, so they had

to work and save the money or join the service.This concept goes back to the idea that nothing

in life is free. True success means putting forth

a significant amount of effort and mentaldiscipline.



These men’s goals were crystallized as well.

They knew they wanted to pursue education but didn’t realize they would end up aseducational leaders at an HBCU. All sevenparticipants have held (and some continue tohold) an administrative position. Most of the

participants are back in the classrooms asinstructors/administrators.



Injustice Gave Birth to the Demand to be Successful

Five out of the seven participants did not

recognize barriers as a force to circumvent theircareer goals but as opportunities to exercise their

faith, acquire their knowledge to meet the demands

of unjust laws, maintain a positive attitude, anddevelop strong work ethics.



Taking Risks for What One Believes is Fair and Just

The participants similarly overlooked societal

barriers and channeled their knowledge andefforts toward the acquisition of their personal

goals and aspirations.



Faith in God, Education and Role Models

At the high school and collegiate level, and the

beginning of administration, participants had

successful male role models who believed,

advised, and interacted with them. Some African

American national and state leaders had an

indirect impact that helped frame some of the

participants’ journey toward leadership.



Having a solid family structure was a positive

factor to the success of the participants.

Another factor was having a father that led byexample by way of teaching hard work ethics,commitment to completing a task, supporting and

providing for the family, modeling excellence,and maintaining their integrity through the timesof social, political, and educational challenges.

Summary Conclusions/ Impact on Researcher



The participant’s resiliency speaks tosubsequent generations that life is aboutaccessing proper guidance and making rightchoices. The lives of these men also taught thatlife comes with its set of challenges and set-backs, but through faith, dedication, and hard

work, one can “bounce- back” and overcomebarriers to success.



The participant’s example of integrity,

dedication, and commitment to excellence hasbecome instrumental in the lives of thosewhom they have served and continue to serve.



Through this phenomenological experience,

African American males as a whole, can beviewed in a positive light because most men

desire to be leaders in some form or fashion, butthat desire must be channeled in a positivedirection. I found these seven leaders to bestrong, bold, confident, yet a gentle composition

of the human race…living legacies…the essenceof leadership.

Implications for Further Practice



Opportunities to Demonstrate Leadership Just as these powerful men were given opportunities

to demonstrate leadership at the primary, secondary,

and collegiate levels, school officials should focus onbuilding critical pedagogical competence.

Relationship building and getting to know the

strengths of their African American male population

can create opportunities to exercise their talents.



Adolescents need to believe that they are valued and

can make a difference in the world in which they liveby having the opportunity to serve others.

Educational practitioners could help set the foundationfor building a strong self-image by developingleadership characteristics, which would enhance the

support of African American male peers. This couldincrease the chances of African American males stayingin school and completing high school.

African American Mentorship Program



All participants mentor students either in the

classroom, as advisors, or on a one-on-onebasis.



In order to reach more young Black males and

increase the retention/graduation rates, perhapsa mentorship program can be developed at theuniversity that would build positivecollaborations between the university's pool of African American male educational leaders

and African American male students from thefreshman to the senior level.

Impact and Influence/ “Dual Role in Education”



African American male educational leaders

should consider balancing administration in

creating opportunities to teach at theUniversity as well. Dual roles could increase

the chances of impacting more male students

on overcoming societal barriers and not besusceptible to making wrong choices.

Recommendations for Further Study



1. A study could be conducted on African

American male educational leaders who have

served 30+ years at a PWI.

2. A study could be conducted on African American

male educational leaders’ contributions and

influence at national private institutions.



3. A study could be conducted on AfricanAmerican male educational leadership and

influence at community colleges across the

nation.

4. A study could be conducted on the students’

perceptions of African American male

educational leaders at an HBCU.



5. A study could be conducted on African Americanmale students’ perception of African American

male educational leaders as mentors and role

models.

6. A study could be conducted on the contributions

and influences of African American female

educational leaders who have served 30+ years atan HBCU.



7. A study could be conducted on thecontributions and influence of African

American female educational leaders at a

PWI.

8. A study could be conducted on African

American female educational leaders and their

role as mentors and role models for African

American female students at an HBCU.



9. A study could be conducted on African Americanfemale educational leaders and their role as

mentors and role models for African American

female students at a PWI.

10. A study could be conducted on the African

American female students and their perceptions

of African American female educational leadersas mentors and role models.



11. A study could be conducted on minoritystudents’ perceptions of African American

male educational leaders as mentors and role

models at an HBCU.



Thank You



Documents

Dr. Mary Ann Springs - Dissertation Chair, Dr. W.A. Kritsonis