LEADERSHIP AND THE AFRICAN AMERICAN MALE:

FORTY CREDITS AND A LEADER

University of Phoenix Online

Dawn D. Dobson-Bryant

Doctoral Candidate

Committee Members

Dr. Craig Follins, Ph.D.Mentor

Ronald Heuss, Ph.D. Committee Member

Joseph Saxton Jr., Ph.D.Committee Member

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Agenda for Oral DefenseGreetings

Overview………………………………….. pg. 4

Problem & Purpose Statement……………. pg. 5

Theoretical Framework…………………… pg. 6

Research Method & Design.……………… pg. 7

Research & Supplemental Question……… pg. 8

Scope, Limitations, and Delimitations……. pg. 9

Study Population………………………….. pg. 10

Data Collection & Analysis……………...... pg. 11

Thematic Findings………………………… pg. 12

Recommendations for NYCDOE….……… pg. 14

Recommendations for Community……….. pg. 15

Future Scholarly research……………….… pg. 16

Significance to Leadership………………... pg. 17

Committee Questions and Answers……….. pg. 18

Thanks to Committee

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Overview O Why this topic?O Personal reasonsO HR & Department of EducationO Future of African American Males

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Problem & Purpose Statement The problem is in the core educational

curriculum of the New York City Department of Education; centered on a European culture, does not accommodate the achievement of African American males (Ashby-Bey, 2005; Fashola, 2005; Hilliard III, 2003; Kunjufu, 2005; Ladson-Billings, 1995; West, 1986).

The purpose of this study is to explore the

lived experiences of African American males between ages 21-50 through the view of the New York City Department of Education’s curricula and culture.

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Theoretical Framework

O Emotional IntelligenceO Emotional intelligence (EI) is more than a subset of social

intelligence; the concept influences the judgment portion of one’s life.

O Collective ResponsibilityO Collective responsibility, as defined by Follett, is an

intermingling, not a simple addition, of responsibility to create a holistic unit.

O Collective LeadershipO Collective leadership, as defined by Burns, is a collective in

which the crucial elements are power, purpose, and relationship (Fairholm, 2001).

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Research Method & Design

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O Research MethodO The method for this particular research study was

qualitative as opposed to quantitative because of the need to be flexible in describing the phenomenon.

O Research DesignO The study used hermeneutic phenomenology, which not

only provides for the lived experience of participants, but also focuses on the minute details that construct meaning

for the individual.

Research & Supplemental Questions

OResearch QuestionO What specifically in the curriculum supplied at

the K-12 educational level in the New York City Department of Education (NYCDOE) schools hinder or help occupational achievement?

OSupplemental QuestionO What examples identify the consequences of a

non-culture curriculum in the New York City Department of Education schools?

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Scope, Limitations & DelimitationsO Scope

O was limited to African American males between the ages of 21 and 50 due to

the academic achievement gap’s statistical data on African American boys.

O Limitations

O the research study will not account for external components coupled with the

curriculum, which could affect the lived experiences of the participants

O Delimitations

O Geographical size of the study was chosen with letters of introduction and

questionnaires sent to random African American organizations.

O The study does not include all individuals because the assumption is the

phenomena being explored only affects minorities, specifically males more

than females.

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Population

O Employed African American males between the ages of 21 to 50 who attended a public school in the New York City Department of Education for five consecutive years.

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Data Collection & Analysis

O CollectionO Face-to-face interviews in public areas

O AnalysisO data retrieved and coded from the semi-structured

interviews and the literature was reviewed, transcribed, and imported into computer- analysis for qualitative data software Atlas.ti

O Identify and analyze emerging themes relating to culture in the public school and African American leadership.

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Thematic FindingsO Theme 1: Family Influence

O a strong predictor of self perceived leadership skills in African American males

O Theme 2: Leaders are born or made

O life experiences created leaders

O Theme 3: Rites of passage programs

O needed for African American males

O Theme 4: Integration

O gave African American males an opportunity to compete on a equal playing

field, however the implementation of the process was a disaster

O Theme 5: Emotional Aptitude

O the public school system does not foster emotional aptitude in the African

American male.

O Themes 6: Culture versus History

O Culture cannot exists without history. 12

Thematic Findings cont.

OSubthemesO Rites of passage or mentoring programs

O Administered by the NYC Department of Education

O Administered by the community and concerned parents

O Implementation of integration was flawedO Culture is not related to history

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Recommendations for the

NYC Department of Education

O Integration of a Multicultural CurriculumO Development of positive cultural identities

O Dispel stereotypes

O Teacher re-education in culture and learning styles of Black males

O Partnership with community and other initiatives on promoting the Black male

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Recommendations for the

African American Community

O Stronger Black Community Networks

O Rites of passage programs

O Mentoring

O After school programs direct toward the learning style and coping mechanism of the Black male

O Collective leadership and responsibility

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Future Scholarly ResearchO Narrowing down the population to

a specific school in New York City

O Comparing an all Black male school to a predominately Black public high school in the New York City Department of Education

O Parental views on education of their Black male children

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Significance to Leadership

O Clemson University – Call Me MISTER

O http://www.clemson.edu/hehd/departments/education/research-service/callmemister/

O Schott FoundationO http://blackboysreport.org/

O CUNY-BMIO http://www.cuny.edu/academics/initiatives/

bmi.html

O CAAMRSL (Center for African American Male Research Success and Leadership)

O http://www.centerforafricanamericanmales.org/

O Tied To GreatnessO http://www.tiedtogreatness.org/

O Congressional Black CaucusO SAAM-The State of the African

American MaleO http://thecongressionalblackcaucus.com/

issues/cbc-taskforces/education-and-labor/

BL

ACK

MALE

INTI

ATIVES

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O Morehouse College(produce outstanding leaders- renaissance men)

O http://www.morehouse.eduO Andrew Young Center for International

AffairsO Bonner Offices of Community ServiceO Brisbane InstituteO Center for Teacher Preparation &

Instructional ImprovementO Morehouse College Entrepreneurship

CenterO Leadership Center at Morehouse

CollegeO Morehouse Research InstituteO Public Health Sciences InstituteO The Ray Charles Performing Arts

Center

Questions and AnswersClosing Comments – Dr.

FollinsThanks to committee

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