What’s Up with This Leadership Thing? Voices of African American Male College Undergraduates

Preston-Cunningham, Tammie; Boyd, Barry L.; Elbert, Chanda; Dooley, Kim E.; Parrott, Kelli Peck

doi:10.12806/v15/i3/r1

Cited by 3 publications

(2 citation statements)

References 61 publications

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“…Researchers continuously find that joining a fraternity and participating in an ethnic student organization are significant to Black and Latino college men’s leadership development (Garcia et al, 2017; Guardia & Evans, 2008; Harper & Quaye, 2007; Preston-Cunningham et al, 2016). Given our focus on students’ engagement and leadership in a male-centered program, this study has implications for ways to broaden leadership opportunities for Black and Latino college men through both on- and off-campus contexts.…”

Section: Discussionmentioning

confidence: 99%

“…Researchers also find that Black and Latino men's engagement on campus provides important opportunities for bonding and a heightened sense of connectedness (Baker, 2013;Brooms et al, 2018Brooms et al, , 2021Strayhorn, 2008). Specifically related to leadership, studies show that leadership opportunities contribute to Black and Latino men's growth, identity, collective orientations, and sense of community (Brooms et al, 2018;Garcia et al, 2017;Hotchkins & Dancy, 2015;Preston-Cunningham et al, 2016;Sutton & Terrell, 1997). The Latino male participants in Garcia et al's (2017) study reported gaining self-confidence and learned to work as a team through engaging in Greek letter organizations, ethnic student organizations, and internship programs.…”

Section: Black and Latino Men's Engagement And Leadershipmentioning

confidence: 99%

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Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors

Clark

Brooms

Smith

et al. 2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In recent years, there has been a proliferation of student engagement programs intended to increase college access, retention, and graduation for Black and Latino males. Although supporting Black and Latino male students’ educational opportunities and success efforts is an urgent need, few studies examine their collective leadership experiences—either on campus or in the community. These experiences are important in understanding how engagement and leadership are vital components for Black and Latino males’ sense of self, community ties, and collective consciousness. Focus of Study: We investigate the collegiate experiences and engagement of 12 Black and Latino male students in the Brothers Empowering Collective Achievement (BECA; pseudonym), a male-centered program at a Hispanic-serving institution. We explored their leadership and mentoring experiences through the following research questions: (1) How do Black and Latino college men make sense of their engagement in a male-centered success program? (2) What factors influence Black and Latino males’ decisions to serve in a leadership capacity as youth mentors? (3) What is the focus of Black and Latino males’ leadership work as youth mentors? (4) What do Black and Latino males take away from their experiences as youth mentors? Intervention/Program/Practice: The BECA program is an academic and social engagement program that was developed in an effort to increase graduation and retention of Latino and Black men. BECA provides professional workshops, one-on-one and small group mentoring, community service opportunities, and various other social activities. In addition, strategic partnerships with local schools allow college students to mentor middle and high school students. Research Design: This qualitative study is based on focus group interviews with 12 Black and Latino male students at a Hispanic-serving institution related to their leadership experiences as youth mentors for local middle school and high school students. Findings/Results: Our findings show that students were nested in, benefited from, and enacted critical race care—expressed as holistic care for youth, which considers their racialized identities and experiences as well as various facets of their lives in supporting their needs and development—through their BECA engagement. According to the men’s narratives, BECA provided a unique opportunity to bring Black and Latino males together to pursue individual and collective goals. In addition, serving in leadership roles as youth mentors within the local community enhanced the men’s sense of self and allowed them to contribute to community education and youth development. Conclusion/Recommendations: This study speaks to the value and benefits Latino and Black men accrue from critical race care. Specifically, being engaged and embedded in a community in which they pursue collective educational and personal goals enhances engagement, leadership, and relationships for Black and Latino college students.

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Section: Discussionmentioning

confidence: 99%

Section: Black and Latino Men's Engagement And Leadershipmentioning

confidence: 99%

Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors

Clark

Brooms

Smith

et al. 2021

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

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Examining U.S. Higher Education’s Function in Fostering Social Justice Leadership Development among College Student Leaders of Color

Chang

2023

Education Sciences

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This study examines the function of U.S. higher education in fostering social justice leadership development among college student leaders of color. Specifically, this study investigates various on-campus educational opportunities at postsecondary institutions that college student leaders of color identify as being meaningful for their social justice leadership development. Social justice leadership development refers to an individual’s growth in increasing motivation to lead, building leadership skills, and performing leadership with an orientation toward advancing justice. Using the Social Action, Leadership, and Transformation model framework (SALT) and a critical qualitative methodology, this study centers on the knowledge and experiences of 16 college student leaders of color at seven postsecondary institutions across New York City, Chicago, and Los Angeles. The findings suggest that (1) leadership education designed for students of color, (2) culturally relevant academic majors and classes, (3) designated institutional offices and programs serving diverse students, and (4) identity-based or political student organizations play a crucial role in fostering student participants’ social justice leadership development. The study results inform a need for broadening institutional curricular and extra-curricular leadership educational opportunities across various spaces on campus to foster meaningful leadership development for students of color especially.

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The Fallacy of Higher Education as the Great Social Equalizer

Zengaro

Warley

2022

Advances in Educational Marketing, Administration, and Leadership

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This chapter addresses issues of race and social identity that can affect the academic success and educational attainment of students from various backgrounds, races, and ethnicities. It begins with a description of the historical view of higher education with a focus on underrepresented populations and the effect of lasting discriminatory practices. Next, this chapter examines the role of stereotype threat, implicit bias, and teacher expectations on student achievement. It concludes with workable solutions and recommendations for the classroom. The chapter asserts that teacher expectations have a powerful influence on students' thoughts, behaviors, and ultimate success in school.

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What’s Up with This Leadership Thing? Voices of African American Male College Undergraduates

Cited by 3 publications

References 61 publications

Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors

Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors

Examining U.S. Higher Education’s Function in Fostering Social Justice Leadership Development among College Student Leaders of Color

The Fallacy of Higher Education as the Great Social Equalizer

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