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

LIVING LEGACIES: A PHENOMENOLOGICAL STUDY

OF SEVEN AFRICAN AMERICAN MALE

EDUCATIONAL LEADERS AT A SOUTHWESTERN

HISTORICALLY BLACK COLLEGE AND UNIVERSITY

IN 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 other races (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 Aid Society, 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 through mentorship (Lucas, 2010).

The literature tells us little about the impact and influence of such men; therefore, the researcher conducted a study that would describe the impact of Critical Race Theory (CRT), what made the subjects of the study resilient in overcoming societal barriers, and the significance of mentorship on their journey toward 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 became successful 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 in Southwest Texas.

Research Questions

Research Questions

The following research questions guided the study.

According to Marshall and Rossman, as cited in

Creswell (2007), the central question of a

phenomenological study should be explanatory in

nature when little is known about a particular

phenomenon and descriptive when describing

patterns related to the phenomenon.

Research Question #1

What was the evolution of leadership over the past three decades of seven African American male educational leaders from a Southwestern Historically Black College and University?


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

of seven African American male educational leaders from a Southwestern Historically Black College and University?


Which leaders from the past have left an impression on seven African American male educational leaders from a Southwestern Historically Black College and University?


In the face of social, political, or racial adversities, 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 seven African American male educational leaders at a Southwestern Historically Black College and University?


How has the leadership of seven African American male educational leaders influenced students, policy, the development of programs, strategies, and curriculum at a Southwestern Historically Black College and University?

Purpose of the Study

The purpose of this study was to conduct a phenomenological investigation that gave voice to seven African American male educational leaders.

The study examined the emergence of educational leadership and its impact on African American males as perceived, experienced and exercised by African American male administrators of a Historically Black College and University (HBCU) in Southwest Texas.

Significance of the Study

Absence of Black leadership and Black mentors will not only negatively impact public and post-secondary schools that educate African American males but will impact these young men by decreasing their influence and visibility at the social, political, economical, and educational levels (Stupak, 2008).

Failure in these areas could ultimately affect the nation as a whole when considering true and timely reformation.

The researcher conducted a hermeneutical phenomenological study that focused on the life experiences of seven African American male educational 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 lived experiences.

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 educational leaders and gave them opportunity to be heard with minimal interpretation from the researcher.

This study did not reflect the thoughts and opinions of the entire African American male educational leadership population; neither was the narrative experiences of the participants germane to all African American male educational leaders but included the unique experiences of the seven participants of the study.

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

Personal Statement

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

The researcher therefore shared her experiences with risk and protective factors that have framed her interpretation of leadership.

Delimitations of the Study

This study looked at seven African American male 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 are currently serving as a professor or administrator at the university chosen for the study. The participants of the study have served the same HBCU for 30 or more years. Based on the criterion, seven African American male educational leaders emerged as participants for the study.

Limitations

First, participant's narrative expressions may be 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 are specific 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 experiences from the past, their expressions may be limited to their capacity to recollect information.

Fourth, the study depended upon the honest responses of the participants while sharing their experiences.

Fifth, since the seven participants are actively serving as leaders or as teachers, their availability was limited when scheduling interviews.

Sixth, the demographic survey asked for occupational 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 a people. The aftermath of slavery, racism, and inequality has left a negative impact on the plight of African American males at the educational, 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 to affect many aspects of their lives.

The literature review began with the history of Black education in the South, the rise and significance of Historically Black Colleges and Universities (HBCU), and the establishment of African American male leaders at the national level.

Leadership styles of African American men were examined in addition to their barriers in higher education.

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 scheduling interviews. 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-structured interview questions.

4. The same questions were asked of each participant, 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.

6. Each interview session was audio taped with the participant's consent. The researcher used an interview protocol that included the research questions and space to write notes or responses. The audio tapes were later transcribed by the researcher.

7. The observations included artifacts such as photos, letters of excellence in leadership from supervisors, peers, and former students, plaques, awards/programs honoring the participants, and public documents were video-taped at the participants’ office or home.

8. In addition, each participant was asked to provide an updated vita that included work history, publications, and honors.

Data Analysis

Table 1 includes the six research questions that guided the study and the data collection instruments. The letters "IQ" represent each interview question as they align with each research question.

An X represents data used for triangulation. The research questions were answered in the following 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 verification

purposes.

Research question two was answered by interview question two.

Research question three was answered by interview question four.

Research question four was answered by interview question

three.

Research question five was answered by interview questions

seven and eight.

Research question six was answered by interview questions

five and six. The information from the participants'

demographic survey, vitas, and artifacts were used for

triangulation purposes.

Table 1 Data Collection__________________________________________________________________________________

Question No. Interview Instrument Observations of Artifacts Vita__________________________________________________________________________________

Research Question 1 IQ 1 X X

Research Question 2 IQ 2



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.

The analysis of the data was guided by Critical Race/Resiliency Theories, and mentorship. The process began by bracketing or suspending the researcher's personal bias concerning leadership.

The researcher read and horizontalized the transcribed interview responses and observations by describing how the participants had experienced leadership.

Triangulation was employed to validate the findings. The researcher also allowed the participants to review their responses and make revisions, omit, or add additional comments.

Once the data was analyzed, the results were reported through a combination of narration, tables, and figures.

Data Analysis

Chapter four contained the narration of the historical, social, and reflective aspects of leadership among seven African American male educational leaders and how they overcame barriers in the attainment of their career goals.

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

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

Research QuestionsThe researcher of the following questions for the study:

1. What is the evolution of leadership over the past three decades of seven African American male educational leaders from a Southwestern Historically Black College and University?

2. What critical moments in history have impacted the educational leadership style(s) of seven African American male educational leaders from a Southwestern Historically Black College and University?

3. Which leaders from the past have left an impression on seven African American male educational leaders from a Southwestern Historically Black College and University?

4. In the face of social, political, or racial adversities, what influenced the decisions of seven African American male educational leaders from a Southwestern Historically Black College and University?

5. What is the essence of the leadership of seven African American male educational leaders from a Southwestern Historically Black College and University?

6. How has the leadership of seven African American male educational leaders influenced students, policy, helped develop programs, strategies, curriculum, or theories from a Historically Black College and University?

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?

5. How do you think African American male educational leadership adds value to the mainstream

of society?

6. Provide examples of how your legacy has impacted the lives of students/former

students by implementation of leadership programs, strategies, curriculum, and theories

targeted toward African American males. Describe policies, political office, or positions of

power that assisted seven educational leaders in becoming change agents of local, state, or

national policy.

7. Describe what it means to be an African American male in a leadership position that helped

pave the way for African American males.

8.What keeps seven African American male educational leaders continuing their life of service?


What was the evolution of leadership over the past three decades of seven African American male educational leaders from a Southwestern Historically Black College and University?

Participant AI 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 was

actually, 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 that was when my journey toward leadership began.

Participant BI suppose it began when I started participating as an athlete in school. It was in elementary school…physical education, when I started playing sports. I found that my teammates asked me to do certain things, or be in charge of certain things. They would say such things as, “Let me be on your team.” I guess you would call that the quality of a leader…when others want to be with you. That was when I first started noticing myself.

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.

Participant D

Most of my interaction was with family, and I

think leadership kind of started from this

interaction. My great-grandfather was

instrumental in my pursuit of education because

he developed one of the first Black schools in

Waller County.

Participant EUnfortunately, my mother died when I was eight years old, so my

aunt, who was my father’s sister, came to live with us. She was a

teacher, and she really inspired me to be a teacher without a direct

influence.

Apparently, somebody recognized leadership skills within me and

felt that I could make a contribution. I seized upon the opportunity

to serve, and whatever I participated in, I always gave it my best.

Participant FWell, I think I was born a leader really. I always wanted to do the best at whatever I set my mind to accomplish; it was just a natural thing. My parents didn’t have to make me do anything because I was self-motivated.

Participant G

My journey toward leadership began in college

when I was exposed to one person in particular,

a coach. As a young boy, the coach would

allow me to watch the team practice. I had a

great amount of respect for him and the way he

led that team.


What critical moments in history have impacted the educational leadership styles(s) of seven African American male educational leaders from a Southwestern Historically Black College and University?

Participant A

Growing up, I can recall the separate water

fountains. I can recall having to ride in the back

of the bus. We always had to make sure we

carried food. When we were on trips, we couldn't

always and didn't know if there would be places

to stop.

There was nothing to compare it to because you didn't know any other way of life. During Integration, I couldn't understand why the Black administrators, the counselors, and the senior English teachers at the high school, were given positions of lesser authority and prestige. These experiences caused me to take risks in fighting for what I thought was right; even today, as a leader, I take risks, but they are calculated risks.

Participant BWell, the Jim Crow Law itself was an unconstitutional law that said certain things about a human, and I grew up with that law. That law said that you were not equal to other people, but it afforded an opportunity for you to develop your potential. The Civil Rights movement afforded many Black males an opportunity to participate in manhood…to participate in standing for something that they felt was just and right.

Participant CWell, 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. One has to work

around the obstacles in order to reach their destination. I

never recognized the challenges of racism.

Participant EIn the era in which I grew- up, if you were aspiring to be a leader, you were

aspiring to be a leader in the context of a Jim Crow and not a world

situation. The Jim Crow Era afforded opportunities for male role models as

teachers since career options were limited.

I think that the integration we fought for as a race hurt us, as White public

schools took the best Black teachers and placed them where predominately

White students were taught. Before these moments in my life, I believed in

participatory democracy. I didn’t see any major obstacle that kept me from

getting to the point I wanted to be.

Participant F

One of the things I felt was awesome during

segregation was that we had the HBCUs. As a result of

the Civil Rights Movement, the doors opened and gave

us an opportunity to prove our capability of handling

situations that faced us. The negative part of the

movement was that some people probably would not

have put us in positions we had the capacity to fulfill.

Participant G

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

strong mentors and role models that demonstrated excellence in their 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 the African

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.


Which leaders from the past have left an impression on seven African American male educational leaders from a Southwestern Historically Black College and University?

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 people who provided

leadership in such a way that got the job done.

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

coaches, physical education teachers, principals, spiritual leaders,

gentlemen in the community, presidents of my university, 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 describe them…they all had integrity and self-

discipline; their demeanor seemed to be so fair and just.

Participant CMy father brought us up fearing God, and he taught us to work

for what we wanted. I was inspired in college when I started to

learn about Martin Luther King Jr., Ralph Abernathy, Julian

Bond, Andy Young, and some of the mega-church leaders. The

thing that I saw were good, righteous, upstanding men, who had

family values, and were educated. That’s what I wanted to be.

And, I remember watching Martin Luther King Jr.. He was

willing to sacrifice everything to help bring others along.

Participant DWhile 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 he grew 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 E

I, undoubtedly, attribute my ascension into

administration to the president of the University at the

time. I had no aspirations to be an administrator, but I

rose to the occasion when my talents and abilities were

needed. He had well-organized and well-defined goals.

Once a task was started, it had to be finished. Dr.

Thomas emphasized these virtues.

Participant FWell, 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. While

attending 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 because they

were approachable. They were all about the students.

Participant G

Dr. Patterson was one of the leaders that I really admired. Patterson then

went on to become the president of Hampton University, and he helped

organized the Negro College Fund. One of my professors of biology at

the University was another mentor. The president was good at bringing

quality leaders to the University. I was so impressed with the

administrators and teachers at the University. Their educational level was

second to none. So, I was exposed to many great teachers and leaders

who inspired me to become an educator. They just had the winning

philosophy.


In the face of social, political, or racial adversities, what influenced the decisions of seven African American male educational leaders from a Southwestern Historically Black College and University?

Participant A

Whenever something comes up, I still kind of weigh the risks involved.

There are certain things you do, whether the risk is high or low, because it's

something you have to do. Over the years, I have developed an eclectic

style of leadership. I try to reach consensus; now that doesn’t always work.

I also recognize that barriers are often self-imposed. I guess I don't see a lot

of barriers. It may be a slight detour that may have caused me to slow down

in pursuing something, but it was not a barrier.

Participant BThere may be a term called demands, but I don't see them as

barriers; I see them as demands to be successful. And, if you wish

to be successful in this arena, these are the demands you have to

meet. For example: If you learn what is correct, even though the

law said I'm not privileged to mix with you, I'm not denied the

opportunity to know what you know because leadership qualities

and skills are not owned by anybody. My leadership style is one of

respect for the individuals in which I interact.

Participant CI 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 my

favorites 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

learned that you get more done through democratic leadership.

Participant DIt’s hard to answer why those experiences didn’t stop me… I

guess it’s like going from here to that building outside. I can

walk straight, or I can go around to get to the building. If

there’s something blocking my path, I believed that I could still

get there some kind of way. Racism was one of those factors.

One has to work around the obstacles in order to reach their

destination. I never recognized the challenges of racism; I

knew I would reach my goals one way or another.

Participant EOne has to keep a positive frame of mind. I’ve never been a

negative person. I speak positively and look on the bright side of

things. If you have confidence in your ability, then you will work

toward accomplishing your goals. When I was in college, I went

to Black schools and White students went to White schools. I

finished college in the 1950’s and went to graduate school, but I

did not find this arrangement to be a handicap; I discovered that it

was a strength. I believe in participatory democracy.

Participant FMy 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 demonstrate to 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 our young Black males. I put blood, sweat and

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

Participant GHaving 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.


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 may not have that same kind

of encouragement, which is why I take mentoring very

seriously.

3

Participant BFor 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 are looking at those

types of leaders need to be careful of what they choose.

Participant CIn my graduate school days, we talked about how we were

treated different and were held to different expectations. But at

the same time, we had a responsibility to stand strong. What I

mean was that there has always been a double or triple standard.

Standards are not the same if you're a Black man. So, I learned

that it's not really the position that you're in that matters; it's

what you do with the one you have. The example I tried to set

was to do all I could to the best of my ability wherever I went.

Participant DServing 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 he may 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 lives of

people... that is the key. That is what educational leadership means to me.

Participant E

I think we are here to make a contribution. You have to

make some type of impact on society. And if you’re going to

do it, you give your best to the people with whom you are

interacting.

The students are our clientele. If you made any impact, then

you should certainly inspire the student to pursue the

profession to which they aspire.

Participant FIt 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 influenced students, policy, the development of programs, strategies, and curriculum at a Southwestern HBCU in Texas?

Participant A

For society, in general, I think the African American

population brings the ability to solve problems that may

come from a different perspective. How did we survive

during the Jim Crow era?

How did we survive when people thought we were less than

human? I think just that “survival instinct” is something we

can bring to the table.

Participant B

Serving as a role model is important. There is a

disconnect in what I think the young Black

males today, 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 CWell, even now, we’ve made a lot of progress, but there’s still a lot

of work to be done with this whole issue of race. As African

Americans, we were taught to get an education, but that was still not

enough...opportunities still won’t be equal.

So, you basically have to out work your competition, and be twice as

good; you have to understand that going in. You can get through

some of that, but you've got to be willing to work extra hard to

overcome inequality.

Participant DThe 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 what President 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 listen to them. Even as President of the United

States of America, Barack Obama is still denied the respect he

deserves.

Participant EFirst of all, there is a great need for the representation of role models

among all ethnic groups. I believe that seeing various ethnic groups in

leadership roles provide hope and the possibility of being successful in

life.

If young adults have never witnessed someone from their ethnic

background in certain positions of authority, then their aspirations could

be limited. For example: witnessing Barack Obama as the President of the

United States of America was a historical event for African Americans.

Participant FWhen 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 they don't know

that Black people have made significant contributions to society.

President Obama has made an impact now, but the struggle to

overcome 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’re

leaders. 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.

Research Question #6 (cont.)

How has the leadership of seven African American male educational leaders influenced students, policy, the development of programs, strategies, and curriculum from a Southwestern Historically Black College and University?

(part two-policy/programs, etc)

Participant AWell, 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 the

University.

Participant BIn 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 CI'm proud that I was responsible for a program that started back in 1982,

the Research Apprentice Program (RAP). We exposed the students to role

models and mentors, field trips, industries, and other places; A lot of PhDs,

MDs and JDs have come through the program and are very successful.

Probably one of the highest positions that I've served was chair of the

Experimental Station Committee on Policy back in 2005-2006. We had a

lot to do with the formation of the 2008 Farm Bill, in which we set policies

and programs that impacted agriculture; I was an integral part of writing

that bill.

Participant DWell, 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 pushed for

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,

which included 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 GI 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 State University 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,

The University of California, University of Cincinnati School of Medicine, and the University of Florida College of Medicine.

Findings, Implications, and RecommendationsData Analysis

The analysis yielded six common themes that were identified as protective factors to the success of the seven participants of the study:

a. Recognition of and opportunities for leadership;

b. Recognition of the positive and negative impact of segregation and integration;

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.

Common Themes

A. Recognition and Opportunities for Leadership

The evolution of the leadership for the majority of the participants seemed

to have originated during their formative years, some as early as elementary school.

All seven participants pointed out that individuals such as teachers, peers , family and

administrators were significant to their leadership development.

The recognition of their talents and leadership qualities allowed the appointment or election

into leadership positions. It was during segregation in Black schools that

each participant was given the opportunity to recognize experiences

and exercise their leadership ability.

Benson, 2010; Berry, 2008; and Bacon, 2002 were studies that also found that African

American male educational leaders were critical to the development , nurturing, and

empowerment of students.

These men pursued education as a career path by influence or limited job opportunities. During their tenure at the University, as young men, they were given the opportunity to fill leadership 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.

Although the aftermath of discrimination and inequality were experienced throughout their lives, the seven participants did not view such critical moments in history for African Americans as risk factors or barriers to their success. Jordan-Taylor (2010) examine the resiliency of nine southern educators in overcoming inequality and returning to the South to provide better educational experiences for African American students.

Five out of the seven participants agreed that the struggles that they had to endure did not affect their philosophy of leadership because it had already been established through their list of mentors and role models.

Two out of the seven participants noted that during the early stages of their leadership, they were autocratic in their approach but later developed a more democratic and eclectic approach.

The issues that were presented during their lived experiences were viewed as challenges that could be defeated 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 that understood the mission of cultivating a strong African American 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 their mentors led by example by way of integrity, discipline, teamwork, goal orientation, perseverance, education, and compassion (Scott, 2011).

The lives of these men and women were so compelling that the seven participants were inspired to imitate the qualities and characteristics they saw exercised by their mentors and role models, which became the foundation and later, the bedrock of their leadership (Jackson, 2008).

The seven participants attributed their career success in the field of education to parents or family 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 when they 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 were assassinated. Because no alternative leader was in place after the assination of Dr. Martin Luther King Jr., the African American community 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 and demanding excellence from oneself and the value of community and church.

Although all seven participants are actively engaged in mentoring African American male youth, the degree, impact, and results of their mentoring has not been quantified.

The study revealed that mentoring was a strong predictor of success for African American males. Further study on the practice and roles of university mentors was needed.

D. Negative Risk Factors Not Acknowledged as Roadblocks

As it pertains to social, political, and racial barriers that had the

potential to serve as a roadblock to the participants success, five

out of the seven participants did not recognize barriers as a force

to circumvent their career goals. Each viewed barriers as

opportunities to exercise their faith, acquire knowledge to meet

the demands of unjust laws, develop a positive attitude, and

develop strong work ethics (Daniel, 2006; Adell, 2004; Kennedy,

2008).

The majority of the participants mentioned the importance of role models. Four participants mentioned their faith in God as a protective factor in overcoming barriers to success. Overall, the participants of the study had access to an array of positive role models and strong 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 perspective enabled 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 their leadership 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 that the absence of African American history in mainstream schools have robbed society of the rich contributions and intellect of African Americans.

The participants who no longer serve in an administrative role are back in the classroom reported having more satisfaction and an even greater potential to touch the lives of students who need to see examples of successful African-American male leaders.

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, and biology 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) revealed that

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/schools across the nation have accepted myriads of students because of the reputation established by two of the participants.

The same is true of the engineering program. One of the seven participants of the study had the opportunity to impact his son who now serves society as a medical doctor. Six out of the seven participants had former students who started in their program and have earned degrees at the Master’s and PhD level.

While only a few participants of the researchers study have had an impact on society at the state, national, and international levels, all seven of the participants agreed that influencing, serving, and shaping the lives of students was their primary goal and the reason they looked forward to coming to work every day.

HBCUs Helped Prepare Students for Success

According to the participants, HBCUs were havens during segregation because they provided examples of great educational role models, exposed African Americans to what was taking place in mainstream society as it related to the establishment of new organizations (i.e. Boy Scouts and scholastic events), and major educational events among African American school communities across the nation.

The seven participants began their career in leadership/ teaching at an HBCU and thus, have made significant contributions to the university and have mentored and influenced numerous students’ in the actualization of their career goals.

Dedication to Excellence and Strong Work Ethics

According to Fraizer (2009), African American male

administrators have gone through many challenges

during 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 resiliency through faith, strong work ethics, a positive mental attitude, education, a strong self-concept, access to education, and powerful role-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 mental discipline.

These men’s goals were crystallized as well. They knew they wanted to pursue education but didn’t realize they would end up as educational leaders at an HBCU. All seven participants have held (and some continue to hold) an administrative position. Most of the participants are back in the classrooms as instructors/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 their

career goals but as opportunities to exercise their

faith, acquire their knowledge to meet the demands of

unjust laws, maintain a positive attitude, and develop

strong work ethics.

Taking Risks for What One Believes is Fair and Just

The participants similarly overlooked societal barriers and channeled their knowledge and efforts 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 by example 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 times of social, political, and educational challenges.

Summary Conclusions/ Impact on Researcher

The participant’s resiliency speaks to subsequent generations that life is about accessing proper guidance and making right choices. The lives of these men also taught that life comes with its set of challenges and set-backs, but through faith, dedication, and hard work, one can “bounce- back” and overcome barriers to success.

The participant’s example of integrity, dedication, and commitment to excellence has become instrumental in the lives of those whom they have served and continue to serve.

Through this phenomenological experience, African American males as a whole, can be viewed in a positive light because most men desire to be leaders in some form or fashion, but that desire must be channeled in a positive direction. I found these seven leaders to be strong, bold, confident, yet a gentle composition of the human race…living legacies…the essence of 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 on building 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 live by having the opportunity to serve others.

Educational practitioners could help set the foundation for building a strong self-image by developing leadership characteristics, which would enhance the support of African American male peers. This could increase the chances of African American males staying in school and completing high school.

African American Mentorship Program

All participants mentor students either in the classroom, as advisors, or on a one-on-one basis.

In order to reach more young Black males and increase the retention/graduation rates, perhaps a mentorship program can be developed at the university that would build positive collaborations between the university's pool of African American male educational leaders and African American male students from the freshman 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 the University as well. Dual roles could increase the chances of impacting more male students on overcoming societal barriers and not be susceptible 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 African

American 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.


male 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 at an HBCU.

7. A study could be conducted on the contributions 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.


female 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 leaders as

mentors and role models.

11. A study could be conducted on minority

students’ perceptions of African American

male educational leaders as mentors and role

models at an HBCU.

Thank You