Mary Ann Springs, Dissertation Proposal Defense PPT, Dr. William Allan Kritsonis, Dissertation Chair

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4/28/12 October 2010

LIVING LEGACIES: A PHENOMENOLOGICAL STUDY OF FOUR

AFRICAN AMERICAN MALE EDUCATIONAL LEADERS AT A

HISTORICALLY BLACK COLLEGE AND UNIVERSITY IN TEXASA Proposal DefensebyMary Ann SpringsWilliam Allan Kritsonis, PhD – Dissertation Chair

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Defense Format

I. Purpose of the Study

II. Research Questions

III. Significance of the Study

IV. Review of Literature

V. Research Design

VI. Data Analysis

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I. The Purpose of theStudy

The purpose of this study will be to givevoice to four African American maleeducational leaders, by conducting a

phenomenological research study that willexamine the emergence of educationalleadership as perceived, experienced andexercised by African American male

administrators of a Historically Black Collegeand University (HBCU) in Southwest Texas

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1. What critical moments in history haveimpacted the educational leadershipstyle(s) of four African-American male

educational leaders from a SouthwesternHistorically Black College and University?

2. How has leadership style(s) evolved

over the past three decades for fourAfrican American male educationalleaders from a Southwestern HistoricallyBlack College and University?

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3. Which leaders from the past have left animpression on four African-American maleeducational leaders from a Southwestern

Historically Black College and University?

4. In the face of social, political, and racialadversities, what influenced the decisions

for four African American male educationalleaders at a Southwestern Historically BlackCollege and University?

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5. How has the leadership influence of foursenior leaders helped in the mentoring of African American male students?

6. How has the leadership of four seniorAfrican American male educational leadersinfluenced the need for mentorship

programs, policies that would promoteAfrican American leadership, and therecruitment of more African American maleleaders in the future?

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III. The Significance of theStudy

To foster the meaningful paternalrelationships from senior educationalleaders to succeeding generations

To teach and share leadershipcharacteristics with young male youth of all backgrounds

To encourage African American males to

complete graduation To inspire and motivate African American

males aspiring leadership positions inpublic and higher education

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IV. Review of Literature

Critical Race Theory

Resilience Theory

A Historical Perspective of BlackEducation/HBCU’s

Critical Moments in African American History

African American Leadership from the Past

Black Faculty and Administrators in Higher

Education The Significance of Mentorship for African

American Males

Risk Factors that Threaten African American Male Youth

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Critical Race Theory

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CRT seeks to expose racial anddiscriminatory practices that negativelyimpact marginalized groups (Bell, 1995& Delgado, 1999)

Delgado’s Centrality of Race- examines

the impact of racism (Lee, 2008)



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Resilience Theory

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Seeks to identify factors that contribute to the riseand success of individuals experiencingoppression (Zimmerman, Ramaires-Valles, &Maton, 1999)

The utilization of skills, abilities, knowledge, andinsight that develops over a period of time, aspeople struggle to surmount adversity to meetchallenges (Reivich & Shatte, 2002; Van Breda,2001)

The Protective Stabilizing model involvesprotective factors that help neutralize the risk of negative outcomes (Zimmerman, et al).



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A Historical Perspective of Black Education and HBCU

Grew-out of the aftermath of slavery and used asa tool to transition young black youth fromslavery to mainstream society (Slavery and theCivil War, 2009)

Viewed as the key for social, political, andeconomical mobility for Blacks (DuBois,1903/2003)

Placed under the jurisdiction of the state andlocal government (Woolfork, 1986)

Funded by the government, WhitePhilanthropists, and the Black community(DuBois, 1903/2003; Jackson, 2007; & Woolfork,

1986) 1111



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The Significance of HBCUs

Valued/supported by the African Americancommunity, who believed they served as the pathto overcoming political, social, and economicinequality (Jackson, 2007; Woolfork, 1986)

HBCU’s contribute a significant number of AfricanAmerican graduates and professionals (Bennett &

Yu Xie, 2003)

Recruit, nurture, and retain a reasonable amountof their graduates and provide an educational

environment that promotes trust and security(Bennett & Yu Xie, 2003)

Have greater success in promoting race pride,African American history, and social interactions(Bennett & Yu Xie, 2003)

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Critical Moments in AfricanAmerican History

Black leaders rose to power out of duty totheir race; they were underminedpolitically and had little or no protectionunder the law; the Jim Crow Laws

perpetuated racism and discriminationespecially in the South (DuBois,1903/2003).

Black Power/The Civil Rights Movementswere the reprise to political, social, andeconomical injustice. The movementswere organized by African American maleleaders (Berry, 2001; Biographicalprofiles, 2010; Herton, 2006). 1313



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Critical Moments in AfricanAmerican History

During slavery, many African Americanfamilies were separated, therefore,leaving single mothers with the burden of

leadership in a paternalistic society(DuBois, 1903/2003).

The Black family and community becamestrong social networks that promoted

spirituality and protection through thechurch (DuBois , 1903/2003; Woodson,1933/2005).

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Leadership styles of African American Men from

the Past According to Biographical Profiles,African American male nationalleaders approached leadershipfrom two dominant perspectives in

how they would lead the AfricanAmerican community:

Activism through non-violence/accommodation, while exposing the

horrors of racism/inequality (FredrickDouglass, Booker T. Washington, andDr. Martin Luther King, Jr.)

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Leadership styles of African American Men from

the Past Nationalism (building race pride/self-sufficiency among one’s race) andfighting for equality through violence, if necessary: Marcus Garvey, W.E.B.

DuBois, and Malcolm X ( BiographicalProfiles, 2010; DuBois, 1903/2003;Kritsonis, 2002)

While national African American maleleaders focused on how to best

overcome negative barriers to success,leaders of HBCU’s were challenged withfunding, legislature, and moving theschool toward the mission of education

and service to the community (Jackson,2007; Woolfolk, 1986) 1616

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Black Faculty andAdministrators in Higher

EducationAfrican American faculty areunderrepresented across the board amongmost U.S. colleges and universities. Allen’s

data confirmed that African American facultywas systematically and significantlydisadvantaged in measures such asopportunity structure, resources, appointed

positions, and advancement opportunities(Allen, 2000).

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Mentorship for African

American Males According to Foster (2005), mentorship was a

strong predictor of success for African Americanmales in Public and Higher education.

Foster’s study also revealed that Public White

Institutions (PWI’s) rated poorly with AfricanAmerican male faculty, who felt PWI’s were notdeveloping strong. mentor/mentee programs tohelp buffer isolation and racism among African

American male students. While Foster’s study had a positive impact on a

small group of inner-city African American maleyouth, the overall effectiveness of mentorshipprograms remain questionable (Bashi, 1991).

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Threathen AfricanAmerican Male Youth as

Potential Leaders High drop-out rates in Publicschools and low scores onstandardized tests

Overrepresentation in the

areas of Special Education High frequency of discipline

referrals and expulsion

Drug and Gang violence

Homicide and incarceration

(Children’s Aid Society ,2006,:Roderick, 2003)

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V. Research Design

Research Methodology

Subjects of Study

Instrumentation

Validity and Reliability of the Study

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Research Methodology

Qualitative StudyPhenomenological

Hermeneutic

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Subjects of Study

Four ParticipantsCriterion Sampling

African American Male

EducationalLeaders/Teachers

30 or more years of service

Currently serving at aSouthwestern HBCU

Anonymity - lettering

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Instrumentation

Demographic Information Instrument

In-Depth Phenomenological Interviews

Observations

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Instrumentation

Demographic InformationInstrument

3 Sections:Familial

EducationalOccupational

30 QuestionsDistributed during the initial meeting

with each participant.

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Instrumentation

In-Depth Phenomenological Interviews Three Face-to-Face In-Depth interviewsHistorical

Reconstructive

Reflective Open-Ended

Semi-Structured

Audio/video-taped

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Instrumentation

Observations

One thirty-minute observation

To capture dialogue from anartifact

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Validity and Reliability of theStudy

Participants will review and providefeedback on the interview questions to

check for ambiguity, repetition, orrelevancy of the questions

Triangulation will include: observationfield notes, demographic information,

artifacts, and vitas

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VI. Data Analysis

Researcher and participants collaborateinteractively in shaping emerging themes(Creswell, 2007).

Data Analysis Steps:

1. The researcher brackets/suspendspersonal bias.

2. The researcher will read, memo, andhorizontalize (highlighting significant statements)

the interview data will answer the researchquestions.

3. The researcher/participants developemerging themes based upon “textural and

structural” descriptions. 2828



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VI. Data Analysis

Data Analysis Steps, continued:4. Textual and Structural descriptions will be

detailed in paragraph form in order to capture the“essence” of the phenomenon.

5. Triangulation will help validate the studythrough observation field notes, demographicinformation, and artifacts will be scanned to helpembellish key concepts for emerging themes.

6. After the data has been analyzed, the resultswill be reported through a combination of narrationand tables.

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Questions/Comments

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“Our lives begin to end the day we becomesilent about things that matter.” – MartinLuther King, Jr.

Documents

Mary Ann Springs, Dissertation Proposal Defense PPT, Dr. William Allan Kritsonis, Dissertation Chair