Critical Engagement: Lessons Learned and Implications for HRD About Black Male Faculty Leadership in Higher Education

2021 ◽  
pp. 152342232110377
Author(s):  
Sherman Henry
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Lived Experience ◽  
Human Resource Development ◽  
Black Males ◽  
Black Male ◽  
Cultural Theory ◽  
Lessons Learned ◽  
Direct Result ◽  
Master Narrative

The Problem Limited discussions of the Black male as a leader has taken place in the human resource development literature. Hence, racialization, the process of constructing and attaching meaning to racial identity, is an under-studied topic. Further problematic, traditional leadership theories advance a race-neutral, universalized mainstream view of leaders, and do not consider the multiple ways that race changes the master narrative. A direct result of this shortcoming is the lack of research and theories that inform the experiences of Black males in historically White institutions (HWIs). The Solution In this article, an autoethnography approach is used to counter the master narrative that has concealed the everyday, lived experience of Black males in higher education faculty and leadership roles. Critical race theory is applied as a framework for viewing lived experience as a legitimate and appropriate source of analysis. Socio-cultural theory is used to explain how cultural competence is needed to appropriately identify racism as an enduring problem that is a product of its culture and environment. The Stakeholders HRD faculty, HWIs administrators, hiring committees, diversity, equity and inclusion practitioners, search committees, and Black males in faculty roles in HWIs.

The Trenches and Valleys of Corporate America: A Black Male Human Resource Leader’s Autoethnographic Account

2021 ◽  
pp. 152342232110377
Author(s):  
Cory J. Wicker
Keyword(s):  
Leadership Development ◽  
Critical Race Theory ◽  
Human Resources ◽  
Predominantly White ◽  
Human Resource Development ◽  
Human Resource ◽  
Organizational Support ◽  
Black Males ◽  
Black Male ◽  
Male Leader

The Problem In predominantly White organizational contexts and professions, such as human resources, that are significantly occupied by non-Blacks, Black male leaders struggle with achieving career success due to a lack of organizational support. Although existing research in human resource development (HRD) and career development provides a holistic representation of minoritized groups, there is a dearth of research that addresses the professional development of Black males. The Solution This article is an autoethnographic exploration of my experiences as a Black male leader in a predominantly White organization and profession (human resources). This article leverages autoethnography and critical race theory (CRT) as appropriate lenses to view my experiences as a Black male leader in this organizational/professional context. I utilize a layered account approach to position and deconstruct my experiences to provide an insider perspective of power structures that impede the leadership development of Black males. The Stakeholders HRD scholars, practitioners, organizational leaders, and Black males who are embarking upon and/or establishing their professional careers in predominantly White organizations.

Race, Sport, and Sociocognitive “Place” in Higher Education: Black Male Student-Athletes as Critical Theorists

2018 ◽  
Vol 49 (4) ◽  
pp. 349-369 ◽  
Author(s):  
Ketra L. Armstrong ◽  
Michael A. Jennings
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Black Male ◽  
Student Athletes ◽  
Cognitive Theory ◽  
National Collegiate Athletic Association ◽  
Male Student ◽  
Phenomenological Approach ◽  
Black Male Student ◽  
The Impact

The purpose of this research was to further examine the juxtaposition of race, sport, and higher education. It utilized an existential-phenomenological approach to obtain data from a purposeful case selection of three Black male student-athletes enrolled in a National Collegiate Athletic Association (NCAA) Division 1 collegiate football program. Through the lenses of social-cognitive theory and critical race theory, the results elucidated (a) the impact of race as a psychological, cultural, and social anchor of “place” for Black male student-athletes on a predominantly White college/university campus, and (b) race intersectionality with age, gender, social class, and environment to influence their educational experience. The contributions of Black male student-athletes as critical theorists are highlighted, and a model depicting the relationships between race, sport, and the sociocognitive “place” of Black males in higher education as articulated by the participants is presented.

The Misintegration of the Negro: A Historical Analysis of Black Male Habitus in Sport and Schooling

2015 ◽  
Vol 52 (6) ◽  
pp. 745-774 ◽  
Author(s):  
Martin P. Smith ◽  
Louis Harrison ◽  
Anthony L. Brown
Keyword(s):  
African Americans ◽  
Critical Race Theory ◽  
Black Males ◽  
Black Male ◽  
Historical Analysis ◽  
Historical Narratives ◽  
Board Of Education ◽  
Critical Race ◽  
Race Theory ◽  
Mainstream Society

Drawing from the lenses of critical race theory (CRT) and Pierre Bourdieu’s notion of habitus, this article compares the Jackie Robinson story with the Brown versus Board of Education narrative. This juxtaposition illustrates the similarities of these narratives and how interests converged racially. By comparing these historical narratives, we show that there are significant racial contingencies African Americans must internalize to integrate into society. In this sense, we argue that the Jackie Robinson story serves as a powerful and problematic pedagogy for Black males to be part of mainstream society—what we call “expected racial habitus.”

Mentoring the Black Male Faculty Member

2018 ◽  
pp. 201-223
Author(s):  
Christopher Clomus Mathis Jr. ◽  
Rashad Anderson
Keyword(s):  
Higher Education ◽  
African American ◽  
Faculty Member ◽  
Black Males ◽  
Black Male ◽  
Black College ◽  
African American Community ◽  
Male Experience ◽  
Male Faculty ◽  
And Task

This chapter is written to educate and challenge some of the misconceptions related to a Black male experience prior to attending a Historical Black College or University (HBCU). The African proverb “It takes a village to raise a child” captures the Black male experience prior to their coming to a HBCU for higher education and the overall challenges and task. Historically the African American community has taken on the responsibility of educating the majority of our children within our communities. Those days have disappeared. It seems the reality shows have tried to educate the youth, and this is problematic. Thus, in this chapter, the authors examine the Black males experience prior to attending a HBCU.

scholarly journals Engaging Communities in Challenging Times: Lessons Learned from the Master Gardener Program During the COVID-19 Pandemic

2020 ◽  
pp. 152342232097214
Author(s):  
Emmanuel Osafo
Keyword(s):  
Higher Education ◽  
Nonprofit Organizations ◽  
Community Engagement ◽  
Human Resource Development ◽  
Scenario Planning ◽  
Lessons Learned ◽  
Strategic Decision ◽  
Community Partnership ◽  
Master Gardener ◽  
Hrd Professionals

The Problem The centrality of community engagement to the success of higher education is incontestable. When the coronavirus (COVID-19) pandemic emerged in early 2020, organizations and institutions, including universities had to suspend most community engagement activities, which is predominantly done in-person, across states in order to reduce the spread of the virus. This was a call for strategic rethinking to remain mission focused in adverse situations. The Recommendation I recommend the modified Framework for University Community Partnership (UCP) and scenario planning, a widely utilized support scheme for strategic decision making to human resource development (HRD) practitioners as pivotal for community engagement. This article seeks to help organizations adjust effectively to the “new normal.” The Stakeholders This article seeks to provide the impetus for higher education institutions to effectively develop community engagement processes in the post-COVID-19 era. Furthermore, the article is written to benefit HRD professionals, nonprofit organizations, volunteers, and other community engagement programs.

PRACTICES OF DEVELOPMENT AND IMPLEMENTATION STRATEGY FINANCIAL POLICY OF HIGHER EDUCATION INNOVATION OF UKRAINE

2017 ◽  
pp. 72-83
Author(s):  
Vitaliy MARTYNIUK
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
State Regulation ◽  
The State ◽  
Direct Result ◽  
Financial Policy ◽  
Innovative Development ◽  
Efficient System ◽  
Social Standards ◽  
Key Factor

Introduction. Article reviews the current state and key aspects of financial policy in higher education and it’s innovative development in Ukraine. Through education institutions achieved increase of social standards, needs and increase welfare, increase the competitiveness of the state as a whole. Purpose. The purpose of this paper is to determine the characteristics of the development strategy of financial policy of innovative development of higher education and finding ways to improve its implementation. Results. The article deals with the importance of an innovative approach to the development of financial strategy in higher education. The ways to improve the effectiveness of the financial policy of innovative development of higher education are defined. Today an important form of state regulation of the economy is macroeconomic planning and forecasting. Conclusion. Innovative development of higher education is the foundation of economic growth of the economy and improvement of social standards. The financial policy of the state in this area is aimed, ultimately, to ensure the welfare of all members of society. Achieving high rates of innovation in the field of higher education facilities by building efficient system of economic mechanisms of financing. Important direct result of providing innovative educational services not only to order the state or the employer, but also on the personal needs of citizens in their development. The level of education is a key factor the ability of the workforce to adapt to new conditions, increase overall efficiency, etc.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

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