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Oral defense powerpoint of my 2011 completed dissertation
Citation preview
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
2
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
3
Overview O Why this topic?O Personal reasonsO HR & Department of EducationO Future of African American Males
4
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.
5
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).
6
Research Method & Design
7
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?
8
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.
9
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.
10
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.
11
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
13
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
14
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
15
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
16
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
17
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
18