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8/3/2019 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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II. Research Questions
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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II. Research Questions
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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II. Research Questions
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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C iti l M t i Af i
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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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L d hi t l f
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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
Bl k F lt d
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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
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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.