Capstone Final Project (African-American males)(1)

Running head: AFRICAN-AMERICAN MALES 1
MS – MOL Capstone Applied Research Project
What are the causes of the failures of African-American males in America?
By
Malcolm E. Freeman Jr.
November 2014
Albertus Magnus College
Author Note

AFRICAN-AMERICAN MALES 2
This capstone project was prepared for the Applied Research Project MOL – 630 course
instructed by Dr. William S. Hettinger Ph. D
Table of Contents
Abstract
Introduction
Literature Review
Demographic & Statistical Issues
Psycho-social Issues
Political & Economic Issues
Educational Issues
Framework & Methodology
Data Collection Methods
Sampling Techniques
Representative Sampling Plans
Non-Probability Sampling Methods
Convenience Sampling
Judgment Sampling
Sample Size Determination
Primary Data Collection
Observation
Surveys
Interviews
Diary Methods
Triangulation
Leadership & Management Theories

Analysis & Results
Conclusions / Recommendations / Next Steps / References / Appendices
What are the causes of the failures of African-American males in America?
Abstract
The research question that has been identified in the course Applied Research
Project MOL – 630 is “Why are African-American men in America failing”? To revise
this question into a problem statement it has been rephrased to “What are the causes of
the failures of African-American males in America”? This is more specific of a question,
and proposes the question as a problem. The background on this problem/issue is very
prevalent in the United States. Ever since the African slave trade began, history has
recorded (and un-recorded) many instances of injustices, moral wrongdoings, and overall
diabolical practices employed by the slave masters, whoever they were. What has to be
done is to bring the truth to the light in order to possibly address the issue. The problem
is sometimes that “we can not solve problems without dealing with problems we have
tried to hide, but tackling them would expose the cover-up” (Bolman & Deal, 2013 p.
35). It is believed that this society tries to forget all about slavery, to un-write it from
history, to hide the atrocities and injustices.
The purpose of this capstone project case study is to somehow get a gauge on
what the problems are, in order to attempt to pinpoint the real issues, and come up with
effective solutions. The proposed structure of this study will be utilizing quantitative, as
well as qualitative data, wherever applicable. This will be Explanatory research (Adams,
Khan, & Raeside, 2014 p. 2) and Applied research (Adams et al, 2014 p. 7), and possibly
policy research if it is done thoroughly enough, which is the plan. The research will
utilize documentary as well as demonstrative evidence (Adams et al, 2014 p. 15). The

significance to leadership is that if this epidemic can be eradicated, Black men can
contribute more, and be productive.
Introduction
The literature that has been accessed has much information and statistics on how
African-American males are disproportionately incarcerated, the perceptions of them, and
the stress that the perceived racism can have on African-American people. The
researcher extracted what is believed to be the most important and glaring facts in the
research that may prove the point, so that the researcher may formulate a set of solutions
that may contribute to the upliftment of this ethnic group. The researcher feels this is
important because he is a member of this ethnic group, and he has personally felt the
negative affects of the past disadvantages inflicted upon this group.
For the research population the researcher will limit the subjects to African-
American males, and will consult the opinions of individuals at the Downtown Hartford
Old State House area of bus stops. The researcher is looking to utilize 100 surveys, for
the purpose of simple statistical analysis, and five interviews to get an introspective idea
of the thoughts and feelings of who he believes are crucial members of this group, and
who are in immediate access. The researcher also will note that the more research that is
done, the more concepts of racism that will emerge, but he plans to group and organize
them, and will attempt to address them as a whole in this case study.

Literature Review
Demographic & Statistical Issues
The first article that has been reviewed is the article “Disproportionate
Incarceration of African Americans: What History and the First Decade of Twenty-First
Century Have Brought” (Garrison, 2011). This article assesses the prevalence of
African-Americans in prison at a much higher level than whites or other races. In the
article it is said that “the incarceration of African-Americans is not a phenomenon that
occurred post-civil rights era, but has been a practical fact of criminal justice
administration since data on incarceration have been kept” (Garrison, 2011 p. 87)
The over-representation of the federal and state prison system was not always by
African-Americans and other racial minorities. The first minorities that filled American
prisons were European immigrants, with only a small number being African-American.
Before the end of the Civil War there were very few African (-Americans) in the
developing American prison system because they were under that peculiar institution of
slavery. During the late 19th
and early 20th
centuries African-Americans began to increase
in numbers within the prison system. In the South they were placed in plantation prisons
or “farmed-out” to companies to perform “honest” or “hard” labor. African-Americans
were subjected to chain gangs in the South and to industrial prisons in the North. The
study states that “the ratio of African-Americans to whites incarcerated since the 1920’s
has consistently been higher for African-Americans…The ratio of incarceration of
African-Americans to whites is 8-to-1, or to put it in a different perspective, on any given
day, more African-American males are likely to be in prison or jail than in college”
(Garrison, 2011 p. 91). Although the disproportionate incarceration of African-

Americans predates the “War on Drugs”, the war on drugs “increased the disparities and
drastically increased the disproportionate representation of African-Americans in federal
and state prisons which culminated in a 17-year period in which African-Americans
accounted for the plurality, if not, the majority of individuals incarcerated in the U.S.
while only accounting for 12% of the population” (Garrison, 2011 p. 92).
The next article that has been identified is titled “The Ball Curve: Calculated
Racism and the Stereotype of African-American Men” (Hall, 2001). Racism, according
to the article, refers to “the efforts of a dominant race group to exclude a dominated race
group from sharing in the material and symbolic rewards of status and power” (Hall,
2001 p. 104). It differs from the other various forms of exclusion in that qualification “is
contingent on observable and “assumed” physiological traits…these traits then imply the
inherent superiority of dominant groups; this superiority is then rationalized as the natural
order of the biological universe” (Hall, 2001 p.104). In America, the most zealous
proponents of racism profess that “those of European descent are superior to African-
Americans as a matter of biological fact” (Hall, 2001 p.104).
It is postulated that those of European descent alone have been endowed with the
capacities necessary to bring about civilization. This was “a thinly veiled form of
colonialism devoted to adjudicating the right of European-Americans to embark on a
nation-wide mission aimed at subjugating African-American men” (Hall, 2001 p.104).
By way of slavery and colonization, European-Americans left no terrain of Western
society untouched by their domination. After decades of domination, the mission to
subjugate African-American men has necessitated a universal, almost mystic belief in the
power of race to elevate or taint (Hall, 2001 p.104).

The study posits that “consequent to differences in racial heritage, racism has
prevailed, at times, as one of the most subtle, but devastating, and tenacious social
problems in the modern era (Hall, 2001 p.104). Basically, this article supposes that
“racial ancestry manifests as an intelligence differential between persons of African and
European descent (Hall, 2001 p.105). There should be no doubt about the importance of
this assumption. Equally, despite current levels of American racial diversity, “to limit
racism to a moral context does a disservice to the scientific method” (Hall, 2001 p.105).
It enables the absurd rhetoric of hierarchy within a single species, and in fact provides a
conduit for the continued social, economic, and political oppression of African-
Americans. Although continued investigation of racism against African-American men
may not be popular or politically correct, “to do so regardless is what distinguishes
science from quackery” (Hall, 2001 p.105). This is what makes the researcher extremely
proud to conduct this study, knowing that he is honoring science and the scientific
method.
The final article of this section is titled “African American Men and Intimate
Partner Violence (IPV)” (Smith, 2008). This article is drawn from African-Americans
that were interviewed who were involved in violent intimate relationships, and looks to
point out the individual causes (exposure to violence), the cultural causes (constructions
of masculinity), and the structural causes (unemployment and incarceration) of intimate
partner violence (IPV) among African-American men. IPV is “triggered” by two threats
to masculinity, but this study only focuses on one trigger, which is “breadwinning”. In
short, “from the point of view of many batterers, battering provides an accessible
mechanism for African-American men—who live in a social world plagued by a system

of racial domination—to re-assert their masculinity and maintain their male privilege and
dominance in their heterosexual relationships” (Smith, 2008 p. 156). The problem with
this is that “battering has the un-anticipated consequence of alienating them (African-
American men) further from these same intimate partners (African-American women),
thus perpetuating the cycle of violence” (Smith, 2008 p. 156).
Psychosocial Issues
The first article that has been identified for this section is what is deemed to be
“counter-intelligence” to the popular opinions of African-Americans, just to give a
picture of what all types of people think of this ethnic group. The article “What does
Black Failure tell us about Blacks?” (Kane, 2013) is a narrative about how Black people
(or Africans or African-Americans) are inherently inferior to Caucasians. The article
goes on to explain that the disproportionate levels of crimes that Blacks commit and the
“insanely dysfunctional” communities in which they live can be attributed to the nature
of them. “In other words, Blacks do what they do because it is who they are” (Kane,
2013 p.2). “To put it another way, the rotten, degrading ghetto culture of Blacks,
including their uncivilized and dysfunctional ways, is but a reflection of who these people
are inherently” (Kane, 2013 p. 2). They produce so much destruction and societal
problems wherever they reside in large numbers and no matter how much resources are
spent attempting to bring them to educational and economic parity with whites
(Caucasians), they always manage to mess it up.
This is not to deny the role that culture plays in the role of Black deviancy, but
that is not the sole cause of their problems. There are a variety of complex social,
psychological, innate traits, and biological elements that together have contributed. It is

naïve to think that Blacks can be reformed simply by more educational funding, minor
changes to their culture, and more federal “poverty programs”. “History has proven that
such well-intentioned efforts fail time after time” (Kane, 2013 p.2). The uncomfortable
truth is that Black men are generally lazy…a good portion of them would rather remain
on welfare than to actively secure a job, especially if that job is entry-level or only pays
minimum wage. “Mexicans and Asians, in contrast, are generally eager to work such
low-paying jobs because their able to see them as stepping stones to something better, but
this is not so for many Blacks” (Kane, 2013 p.2) This article is utilized to exhibit the fact
that some people recently thought this way.
The article that has been identified that will be reviewed at this point is titled
“Social Science Literature concerning African-American Men” (Edmund & Edmund,
1994). “The research literature that focuses specifically on the plight of African-
American males was a phenomenon of the latter half of the 20th
century” (Edmund &
Edmund, 1994, p. 508). From mid-century until the mid-70’s, the literature tended to
focus on “dysfunctional males and their contributions to what were considered to be the
problems of Black families, the legacies of slavery and their impact on Black males (e.g.,
the killing off of the most assertive and smartest males, the disruption of family relations,
the distortion of cultural traditions), and the continuing deprivation of opportunities for
black males to exercise responsibility for themselves and their families” (Edmund &
Edmund, 1994, p. 508). Toward the end of that period, attention turned to studies of
urbanization, poverty, and single-parent families. Since the early 1980’s, the emphasis
has shifted to political, economic, social, and psychological issues. Much of this work
focuses on unemployment and the lack of opportunities for meaningful participation in

the nation’s political economy, institutionalized racism and discrimination, and the
impact of these structural phenomena on the attitudes and behavior of African-American
males. Many of these studies examine “how African-American men cope with aspects of
urban life such as drugs, crime, violence, substandard housing, and inferior schooling”
(Edmund & Edmund, 1994, p. 508). An increasing number of studies address issues
related to “the cultural role of African-American men, while others focus on Black men’s
movement between cultures and examinations of the stereotypical images of Black males
perpetuated by the media” (Edmund & Edmund, 1994, p. 508).
The next article that has been identified is titled “Factors impacting Delinquency
in Jamaican and African-American Adolescents” (Stacey, & Morgan, 2011). This article
attempts to identify some of the factors that contribute to the delinquency of Jamaican
and African-American adolescents. “During the last twenty years, politicians, criminal
justice personnel, mass media, and the public have become increasingly concerned with
the situation of crime globally” (Stacey & Morgan, 2011 p. 39). Jamaica and the United
States are two of the many countries plagued with this problem. “The types of strains
that are strongly associated with these criminally delinquent behaviors include, but are
not limited to: (1) failure to attain success because of barriers (education and
employment); (2) parental rejection and poor discipline/supervision (parent-child
attachment); (3) criminal victimization (exposure to crime); and (4) lack of personal skills
and resources to cope (self-esteem)” (Stacey & Morgan, 2011 p. 39). “Historically,
Jamaica’s education system was not developed with the intention of educating the Black
citizens of the country, but was designed for the elite, who were the white slave masters
and their children” (Stacey & Morgan, 2011 p. 40). As a result, education was not an

integral focus for the black citizens; instead labor was emphasized as the means to
survival.
It is posited that the structure of the educational system in Jamaica has led to the
marginalization of Black males in Jamaica. It is recognized that this marginalization has
been impacted by the social role of the male being the provider. To put it another way,
boys were expected to learn a trade that would equip them for the labor market, thus
abandoning academic aspirations. This marginalization, seen in both Jamaican and
African-American males, is currently reflected in gender disparities in academic
involvement in schools, low enrollment in tertiary institutions, over-representation in
remand centers/correctional facilities, and overall crime committed by juveniles (Stacey
& Morgan, 2011 p. 40). Due to the organization of the Jamaican educational system in
comparison to the American, it is expected that the Jamaican students will be less
educated than their African-American counterparts.
One of the best findings of this research is that “delinquents are less likely than
non-delinquents to be closely tied to their parents” (Stacey & Morgan, 2011 p. 41). As
stated in the study “the history of attachment between parent and child within the African
Diaspora, defined by instability and separation, leads to a break down in communication,
involvement, and identifying with parents, which is integral in forming close parent-child
attachments” (Stacey & Morgan, 2011 p. 42). “Slaves on the plantations were dislocated
from their families i.e. fathers were uprooted from their wives, and children engendered a
sense of disconnect and disjointedness that is still evidenced today in Black families”
(Stacey & Morgan, 2011 p. 42). These issues are pervasive in the Jamaican and African-

American family and their communities. What is even more disturbing is the lack of
attention that is paid to this phenomenon, and the effect it has on its citizens.
The article that is presented is titled “Internalized Racial Oppression in the
African-American Community (D, E. J. R. D. P., 2013). Individual and systemic racial
oppression faced by African-Americans has been a main-stay in the history of the United
States since its formation. It has been argued that “in order to maintain this system of
racial oppression, it is necessary to have a psychological element that is self-perpetuating
and internalized by the oppressed group” (D, E. J. R. D. P., 2013 p. 137). Internalized
Racial Oppression (IRO) is described as: a process where individuals “internalize and
accept the dominant White culture’s oppressive actions and beliefs toward Black people
(e.g. negative stereotypes, discrimination, hatred, falsification of historical facts, racist
doctrines, and White supremacist ideology), while at the same time rejecting the African
worldview and cultural motifs (D, E. J. R. D. P., 2013 p. 137).
Once the racial oppression is accepted and internalized, “the need to enforce this
system of oppression by the White majority is eliminated because the oppressed group
will impose the oppression upon themselves” (D, E. J. R. D. P., 2013 p. 137). Studies
and literature on IRO (Internalized Racial Oppression) has indicated that “it is a
cumulative experience that spans across generations, and is the most psychologically
damaging component of racial oppression” (D, E. J. R. D. P., 2013 p. 137)! The study
says that “any analysis of the psychological effects of racism is incomplete without
considering how it is internalized (D, E. J. R. D. P., 2013 p. 138). This is precisely why
this article is included in this study. As a means of discussing African-Americans
experience with IRO, “the demographic profile of African-Americans, their experiences

of historical and contemporary forms of racial oppression, the common manifestations of
IRO among this group, the mental and behavioral health implications, and the clinical
and community interventions for addressing IRO are discussed” (D, E. J. R. D. P., 2013
p. 138).
The next article that was reviewed is titled “Racism as a Stressor for African-
Americans” (Clark, R., Anderson N., Clark, V., Williams D., (1999). This article looks
at the psychological, social, and physiological effects of perceived racism among
African-Americans. This research posits that perceived racism can have adverse health
outcomes and effects. Perceived racism as a stressor may influence the genesis of
depression, by posing threats to self-esteem, making African-Americans failure to receive
normative returns more significant and contributing to a sense of helplessness.
Political & Economic Issues
The next article that has been reviewed is titled “Quality of Life: Perceptions of
African Americans” (Wayne & Darling, 2000). This article sets out to understand the
familial factors of the quality of life of African-American males. It is noted in this
research that “it is often portrayed that the African-American male is an “absent family
member” and as a result African-American males have often been perceived as being in a
subordinate status in the family” (Wayne & Darling, 2000 p. 411). Furthermore, it is
noted that “some African-American males have been victimized and their quality of life
diminished because many have been denied the opportunity to become wage-earners and
providers for their families” (Wayne & Darling, 2000 p. 411). Some studies have
reported African-American males as individuals who display erratic behaviors, and are
unable to assume the responsibilities of fatherhood, while other studies have reported that

“when African-American males have the opportunity to become wage earners and
providers, they are more likely to be responsible and in husband-wife families…not being
able to function successfully in the male role can cause the African-American male to
lose a sense of masculinity and social identity” (Wayne & Darling, 2000 p. 411).
The article also presents a dynamic in African-American communities which are
“extended families”. Wayne & Darling state that “the extended family structure is a
typical method used in African-American families to deal with economic hardships and
to give support to family members through other resources” (p. 412). It often consists of
nuclear families with additional biological and non-biological relatives. Values,
emotional closeness, economic cooperation, child care, social regulation, and discipline
are types of resources shared in extended families. Through these resources, the family
structure is willing to sacrifice for the well being of the group. The resource-exchange
theory is utilized to address the relationships among the variables of interest. The
resource-exchange theory posits that “humans form interpersonal relationships in light of
the rewards, costs, or profits (outcomes) that such associations might be expected to
bring” (Wayne & Darling, 2000 p. 413). Rewards transmitted in personal encounters in
this framework are: love, status, information, money, goods, and services.
The final article of this section is titled “The Future of Fatherhood and Families in
African-American Communities” (Franklin, 2009). In the fall of 1998, a historic
conference sponsored by the Morehouse Research Institute at Morehouse College in
Atlanta, Georgia, almost succeeded in placing the issue of father absence on the national
agenda. Morehouse is the only all-male, historically black college/university (HBCU) in
the United States. It also happens to be the alma mater of Dr. Martin Luther King Jr.

This stronghold of African-American male achievement “was the perfect venue for a
conference designed to examine issues pertaining to the future marriage and parenthood
of African-American communities” (Franklin, 2009 p. 79). The study finds that by fault
of strident individualism and a weakened sense of obligation to the family, “fathers the
world over, rich and poor alike, are increasingly disengaging from their children and
from the mothers of their children” (Franklin, 2009 p. 80). This study also notes the
“African notions of the sacredness of being a father (creator) and remembers the history
of African-Americans history of religion’s success in empowering African-Americans to
overcome oppression” (Franklin, 2009 p. 80).
Educational Issues
The article that was reviewed for this section is titled “The Origins of African-
American Culture and its Significance in African-American Student Academic Success”
(Davis, 2005). African-American participation in American society “seems
overwhelmingly filled with devastatingly disproportionate difficulties ranging from
critically high incarceration rates to tragic, often violent, high mortality rates” (Davis,
2005 p. 43). Furthermore, “school systems across the country consistently report glaring
and alarming academic achievement gaps between African-American children and their
peers” (Davis, 2005 p. 43). Many researchers believe that effectively educating African-
Americans would improve many of these social ills. Much research has ensued in order
to intervene in these disturbing challenges, especially the academic-underachievement of
many African-American children in the United States.
Recently, however, a discovery has found “a void in educators’ understanding of
African-American culture” (Davis, 2005 p. 43). It is found that “due to educators’

limited understanding of African-American cultural mores, their ability to effectively
educate African-American students was severely limited” (Davis, 2005 p. 43). It is also
noted that “most educators’ do not recognize the difference between voluntary European
immigration to American society and culture, and the involuntary forced African-
American relocation to American society and culture” (Davis, 2005 p. 43). This
seemingly harmless omission, however, “may expound the challenges involved in
effectively educating and intervening in many of the socio-political problems facing
African-American, and larger American, culture” (Davis, 2005 p. 44).
Framework & Methodology
The methods that will be utilized to conduct this study will be outlined here in the
Framework & Methodology section. The methods will be cited from the Research
Methods for Business and Social Science Students (Adams, Khan, Raeside, 2014) text
from this Applied Resource Project course. What has to be noted from the beginning of
this section is the “limits of validity” which “relate to the consistency between logical and
material truth and to the rules of evidence as discussed in Chapter Seven” (Adams, et al.,
2014 p. 65). Another issue with case study research is the “problem of syllogistic
reasoning, where what appears to be a logical argument is in fact not so…in addition,
even if there is a logical argument or statement it does not follow that it will be materially
correct” (Adams, et al., 2014 p. 64). Noting both of these fallacies, this research will be
conducted as thoroughly as the researcher’s academic acumen will provide.
In terms of research design, the key issues facing the researcher are those of
validity, reliability, and generalizability. This research project will be conducted in a
“Quasi-Experimental Design”, which is “the researcher plans to measure the response

variable depending on the explanatory variable, and there is a lack of randomization in
the quasi-experimental design…it is a mixed design where random and non-random
experiments are employed together” (Adams, et al., 2014 p. 66). This is because the
researcher will be conducting surveys of random Black males, but will be interviewing a
non-random selected five Black males. The research design relationship that will follow
is the Quasi-Experimental Design to Prospective Design to Cohort Design, which is
illustrated in Figure 5.1 (Adams, et al., 2014 p.67). For the sources of data some of the
questions will be age, marital status, and educational level. These questions will be
coded with a “nominal scale”, and some of the information collected will be interpreted
using a “ratio scale”.
Data Collection Methods
There are often two phases in the process of data collection, which are pre-testing
and the main study. A pre-testing phase using a small sample may determine whether the
data collection plan for the main study is an appropriate procedure. A small-scale pre-
test study provides an advance opportunity for the researcher to check the data collection
form to minimize errors due to improper design elements, such as question wording or
question sequence. Additional benefits include discovery of confusing interviewing
questions, learning if the questionnaire is too long or too short, and uncovering other such
field errors. The researcher will conduct this pre-test with his Master’s Program cohort.
Sampling Techniques
The researcher will have to get a sample population of the group at large.
“Sampling is the process or technique of selecting a suitable sample for the purpose of

determining parameters or characteristics of a whole population” (Adams, et al., 2014 p.
72). To carry out a study, the researcher must bear in mind what size the sample should
be, whether the size is statistically justified, and what method of sampling should be
used. For any sampling the researcher needs to consider the time and cost of conducting
the survey, and whether it is small-scale or large-scale. How “representative” the sample
is may be a common question. Researchers usually try to draw a representative sample to
draw any conclusion about the “real world” that they possibly can. This is what is called
the “Researcher’s Responsibility” (Adams, et al., 2014 p.73). The researcher believes
that 100 surveys and five interviews is a good representation of the geographic
population. In this case, the researcher will conduct 100 surveys, for simple statistical
calculation. There are two basic sampling techniques, which are probability and non-
probability sampling. Probability sampling is a sample in which every element of the
population has an equal chance of being selected. On the other hand, non-probability
sampling is when sampling units are selected on the basis of personal judgment. For the
purpose of this study, the sampling method will be both probability and non-probability.
Representative Sampling Plans
For the purpose of this study, the researcher will utilize the “Simple Random
Sample” method. A random sample is defined as “selections are made from a specified
and defined population (Black males), each unit is selected with known and non-zero
probability, so that every unit in the population has an equal (known) chance of selection,
and the method of selection is specified, objective, and replicable. The researcher will
conduct the surveys at The Old State House bus stop area of Downtown Hartford.
Random sampling results in the selection of a determinate set of units/people.

Substituting other units/people for those already selected is not allowed at the sampling
or data collection stages.
Non-Probability Sampling Methods
In non-probability sampling, the probability of selecting population elements is
unknown. Nonetheless, in a situation when a sampling frame is absent, one can easily go
for non-probability sampling methods to serve the objectives of the study. However, a
question may arise as to how closely these approximate for representativeness.
Additional reasons for choosing non-probability over probability sampling are “cost” and
“time”.
Convenience Sampling
Non-probability samples that are un-restricted are called convenience samples.
They are the least reliable design but, normally, the cheapest and easiest to conduct.
Researchers have the sole freedom to choose whomever they find, thus the name
convenience.
Judgment Sampling
A cross-section of the sample selected by the researcher conforms to some
criteria. Judgment sampling is appropriate at the initial stage of research. When one
wishes to select a biased group for screening purposes, this sampling method is also a
good choice.
Sample Size Determination
For researchers who do not have advanced statistical skills, a common-sense
approach to statistical methodology may be employed. Sample size is associated with

time & cost. It is on the basis of these two constraints that one has to determine a sample,
which in turn will be able to produce results that are statistically significant, statistically
robust, or statistically justified, but more importantly, representative of the whole
population. An under-sized sample “can be a waste of resources for not having the
capability to produce useful results” (Adams, et al., 2014 p. 77). Not following statistical
designs “compromises validity, and might lead to incorrect conclusions (Adams, et al.,
2014 p. 82). It is relatively straight-forward to gather information about small subsets of
populations. Large or geographically spread populations present issues.
Primary Data Collection
Many differing methods to compiling original data are outlined in this text. The
collection of this data “is a very important aspect of research design and the ability to
achieve the research aims, and answering the research questions depends on the
effectiveness of the data collection” (Adams, et al., 2014 p. 92) .
Observation
Observation is a data collection method in its own right; no matter which data
collection method one follows, observation should be an important element. “Some of
the most important findings in research have been accidental and captured from
observations of the failures of other data collection methods (Adams, et al., 2014 p. 93).
So, be alert and observe and note and document these observations. It would be good to
maintain a research diary. This should be a “small notepad which accompanies you
everywhere, and observations, chance findings and important references can be noted in
it” (Adams, et al., 2014 p. 93). In conducting observations there is a need to be

unobtrusive so that people do not change their behavior because they notice that they are
being watched (Hawthorne Effect).
Surveys
To obtain information from people, it seems obvious that one should either
question them face-to-face, or conduct telephonic surveys or mail questionnaires.
Surveys are indeed “the most widely used method of data collection in business and
management” (Adams, et al., 2014 p. 96). As surveys dominate thought, most
researchers are reluctant to think of other methods. It is encouraged to think of other
methods because “response rates from surveys are rarely higher than 20%, which is
hardly representative of a population” (Adams, et al., 2014 p. 96). In conducting surveys
“the construction and design of the instrument are critically important, as are the sample
selection and administration” (Adams, et al., 2014 p. 96).
Interviews
Qualitative data is required to understand in-depth motivations for people’s
behavior or feelings. Face-to-face or telephone interviews are frequently used in business
and management research. It allows a mass of information to be collected but is very
time-consuming and sample-sizes tend to be small. Thus, although one obtains in-depth
information, one may question the representativeness of the findings. The concept of
interviewing “may be extended and people may be interviewed in groups to make the
process more efficient” (Adams, et al., 2014 p. 92).
Diary Methods

Diaries can be either qualitative or quantitative depending on the kind of
information that is recorded. At one level they may be “a simple record of events from
which activity sampling may provide a statistical treatment, while at another level they
may take the form of a personal journal research process” (Adams, et al., 2014 p. 97).
Researchers are sometimes asked to maintain a diary but it needs to be structured to
enable the writer to focus on what is relevant. For undergraduate or Masters research it is
not recommended to use a diary because there is limited study time, but I will utilize a
diary briefly.
Triangulation
In business and management there is a need for triangulation in order to search
both for accuracy of the data and for alternate explanations. The idea is to collect data by
different means in the hope that there is a convergence on the truth. From “a qualitative
perspective, this process is complex because of the notion of social constructivism (it
takes a subjective rather than an objective view of the world)” (Adams, et al., 2014 p.
100). This perspective, held by most qualitative researchers, “rests on the belief that
there are multiple perspectives or views of the case that need to be represented and that
there is no way to establish, beyond contention, the best view or the truth” (Adams, et al.,
2014 p. 100). This is why this case study presents what is deemed “counter-intelligence
information. There are multiple perspectives and views on this subject, and they need to
be represented to bring a fuller picture of the views on these ideas.
Leadership & Management Theories

The leadership and management theories that will be applied to this project will
be Maslow’s Need Hierarchy found in Organizational Behavior (Nelson & Quick, 2013),
Jack Welch’s thoughts on candor found in his book Winning (Welch, 2005), 10xers found
in Great by Choice (Collins, 2011), and The 14 points of Quantum Leap Thinking found
in Quantum Leap Thinking (Mapes, 2003) . We will begin with Abraham Maslow’s
Need Hierarchy. Maslow’s Hierarchy of Needs proposed a theory of motivation that goes
beyond just physical and economic needs to emphasize psychological and interpersonal
needs as well.
Maslow’s Need Hierarchy
At the core of Maslow’s theory is a hierarchy of five “need” categories. Abraham
Maslow labeled the five levels of his needs hierarchy as “(1) physiological needs, (2)
safety and security needs, (3) love (social) needs, (4) esteem needs, and the need for (5)
self-actualization” (Nelson & Quick, 2013 p. 77). The distinguishing feature of
Maslow’s need hierarchy is the progression hypothesis, which suggests that “as one level
of need is met, a person progresses to the next higher level of need as a source of
motivation” (Nelson & Quick, 2013 p. 77). Conversely, people progress up the levels of
the hierarchy as they successively gratify each level of needs. This theory relates to my
research problem because I believe that if this theory is applied to African-American
men, they will be able to flourish healthily as their needs are met and they progress up the
hierarchy. The African-American men will realize much success following this theory
and will realize growth and satisfaction as their needs are fulfilled.
Jack Welch’s Candor

The second leadership theory that was drawn from was Jack Welch’s Theory on
Candor found in his book Winning (Welch & Welch, 2005 p. 25). Welch believes that
“lack of candor is the biggest dirty little secret in business” (Welch, & Welch, 2005 p.
25). Welch says that “lack of candor basically blocks smart ideas, fast action, and good
people contributing all the stuff they’ve got” (Welch, & Welch, 2005 p. 25). Welch feels
that “when you’ve got candor, everything operates faster and better” (Welch, & Welch,
2005 p. 25). The 3 main ways that candor leads to winning are (1) “candor gets more
people into the conversation, and when you get more people into the conversation, you
get idea rich” (Welch, & Welch, 2005 p. 27). More ideas get surfaced, discussed, pulled
apart, and improved. Jack says that “any organization that brings more people and their
minds into the conversation has an immediate competitive advantage” (Welch, & Welch,
2005 p. 27).
Secondly, (2) candor generates speed. “When ideas are in everyone’s face, they
can be debated rapidly, expanded and enhanced, and acted upon” (Welch, & Welch, 2005
p. 27). That approach, “surface, debate, improve, decide, is not just a competitive
advantage, it is a necessity in the global marketplace” (Welch, & Welch, 2005 p. 27).
Third and lastly, (3) “candor cuts costs—lots—although you will never be able to put a
precise number on it” (Welch, & Welch, 2005 p. 27). Welch says to “just think of how it
eliminates meaningless meetings and bullshit reports that confirm what everyone already
knows” (Welch, & Welch, 2005 p. 27). Welch believes that “if you put all of its benefits
and efficiencies together, you realize that you just cannot afford to not have candor”
(Welch, & Welch, 2005 p. 28).

This theory relates to the research problem because the researcher believes that in
getting the African-American men to understand what has to be done to improve, the
discussions and theories of improvement will have to be conveyed with candor, as well as
the atmosphere of the entire initiative will have to be candid. With this element of
leadership in place, the subjects will be able to develop a thick skin and be able to handle
the many different situations that inevitably will be presented to them.
10x Leadership
The next theory of leadership that will be utilized is 10x Leadership found in the
text Great by Choice (Collins, 2011). This leadership theory supposes that “10xers share
a set of behavioral traits that distinguish them from the comparison leaders” (Collins,
2011 p. 18). 10xers distinguish themselves by embracing a paradox of control and non-
control. 10xers understand that they face continuous uncertainty and that they cannot
control, and cannot accurately predict, significant aspects of the world around them.
10xers also reject the idea that forces outside their control or chance events will
determine their results; they accept full responsibility for their own fate (Collins, 2011 p.
19).
10xers bring this idea to life by a triad of core behaviors: fanatic discipline,
empirical creativity, and productive paranoia (Collins, 2011 p. 19). Animating these
three core behaviors is a central motivating force called Level 5 Ambition. These
behavioral traits correlate with achieving 10x results in chaotic and uncertain
environments. “Fanatic discipline keeps 10x people on track, empirical creativity keeps
them vibrant, productive paranoia keeps them alive, and Level 5 Ambition provides
inspired motivation” (Collins, 2011 p.20). This theory of leadership will instill the values

needed in the subjects to be able to build a strong enough foundation in their growth
process so that they have the best chance of success.
The 14 Points of Quantum Leap Thinking
The fourth and final leadership theory that will be utilized will be The 14 Points
of Quantum Leap Thinking found in the book Quantum Leap Thinking (Mapes, 2003).
They may be in any order, but they must act together in harmony. The 14 Points of
Quantum Leap Thinking are: (1) Pay Attention; paying attention moves far beyond
watching and listening. Paying attention allows us to see things more clearly and things
that we might otherwise have missed. “Paying attention improves communication and
enhances the self-esteem of the people around you” (Mapes, 2003 p. 66).
(2) Turn Fear into Power; “F.E.A.R. is False Evidence Appearing Real” (Mapes,
2003 p. 66). Fear can be a message to pay attention, or it can become a barrier that keeps
us from achieving what we want. “How we allow fear to affect us determines our
progress toward the leap” (Mapes, 2003 p. 66) (3) Hold a Vision; A “clear vision is the
driving force behind the individual, a team, or an organization” (Mapes, 2003 p. 66). “A
vision that coincides with your personal values and offers a win for everyone establishes
a superior level of commitment” (Mapes, 2003 p. 66).
The 14 Points of Quantum Leap Thinking continue with (4) Enlarge Goals; Goals
by their very nature are limiting. To rise to the next level, you must learn to move from
your current view of the situation to a better view. The skill of enlarging goals is the
willingness to answer the question “Is this as big a game as I want to play?” (Mapes,
2003 p. 66). (5) Be Flexible; Change is far too rapid for us to have rigid rules. No matter

where we are, “flexibility allows for faster course correction, less stress, and a quicker
response time to others’ needs” (Mapes, 2003 p. 66).
(6) Have Commitment; “Commitment propels the quantum leap, and commitment
only exists when you feel a personal stake in the outcome” (Mapes, 2003 p. 66). (7)
Empower; Empowerment “gives you and those around you the training, space, freedom,
authority, support, and resources to do the best job possible” (Mapes, 2003 p. 67).
Empowerment creates authority and ownership. (8) Communicate with Integrity; You
are your word. What you communicate is how you are perceived and who you are.
“When you take personal responsibility for your communication, you create partnerships
of the highest level” (Mapes, 2003 p. 67).
The next points of Quantum Leap Thinking are to (9) Create Partnership;
Partnership creates synergy, and synergy creates something larger than the power of the
individuals involved. “In essence 1 + 1 becomes 3…Interdependence is the center of any
relationship, whether it’s family, team, community, or corporation” (Mapes, 2003 p. 67).
“Interdependence is the center of any relationship, whether it’s family, team, community,
or corporation” (Mapes, 2003 p. 67). (10) Have Fun; Fun is not necessarily frivolous.
Fun is an attitude that “creates a healthy atmosphere for learning, creativity, innovation,
and productivity” (Mapes, 2003 p. 67). (11) Take Risks; Risk taking is the catalyst for
continuous learning, innovation, and growth. Encourage risk taking in others and take
risks yourself. The “benefits of taking a risk almost always outweigh the results of
playing it safe” (Mapes, 2003 p. 67). The final points of Quantum Leap Thinking are
(12) Trust; Trust comes from faith. When you have done all that you can do, it is time to

trust. “Both self-trust and trust in others are key elements in taking the quantum leap”
(Mapes, 2003 p. 67).
(13) Love; Love is unconditional. Love is letting go of fear. Love “is the most
empowering filter we can look through because when you choose to see the world
through the eyes of love, you respect the dignity of others and reduce negative stress in
yourself and others” (Mapes, 2003 p. 68). And finally, (14) Support; Support promotes
the confidence to think creatively, take risks, and deal with ambiguity. The successful
Quantum Leap Thinker both asks for and gives support. “Building the foundation and
balancing the 14 building blocks is work, but it has already been learned that you have
the tools to do it and the people to help” (Mapes, 2003 p. 68).
Analysis & Results
Survey Results
1. I am a male? 100%
2. I identify as African-American? 98% Yes / 2% No
3. State you are from? 77% CT / 17% other states / 6% No answer
4. Country you are from? 86% U.S. / 7% Other / 7% No answer
5. Age? 10 - 20 / 21 – 30 / 31 – 40 / 41 – 50 / 51 – 60 / 61 – 70 / 71 – 80+ / N.a.
16% 17% 27% 14% 17% 4% 2% 2%
6. Marital Status? Single / Married / Divorced / Widowed / No answer
75% 10% 4% 2% 9%
7. Educational level? n/a / High School / College / Graduate Level / Ph. D
5% 46% 37% 12% 0%
8. I played high school sports? 68% Yes / 32% No

9. I played college sports? 13% Yes / 87% No
High School Sports
Basketball, Football, Baseball, Track, Soccer, Lacrosse, Hockey, Wrestling, Tennis,
Cross-Country, Swimming
College Sports
Basketball, Football, Baseball, Track
12. Have you ever been arrested? 63% Yes / 37% No
I believe that African-Americans
are inferior to Europeans?
Strongly
Agree
7%
Agree
10%
Indifferent
12%
Disagree
22%
Strongly
disagree
49%
I believe that it is okay to hit
your intimate partner?
Strongly
agree
4%
Agree
1%
Indifferent
3%
Disagree
23%
Strongly
disagree
69%
I believe that African-American
males are portrayed well in the
media?
Strongly
agree
6%
Agree
8%
Indifferent
12%
Disagree
29%
Strongly
disagree
45%
Do you have a close parent-child
bond with your biological
father?
Strongly
agree
32%
Agree
22%
Indifferent
14%
Disagree
17%
Strongly
disagree
15%
I believe that I inflict racial
oppression upon myself?
Strongly
agree
8%
Agree
19%
Indifferent
7%
Disagree
27%
Strongly
disagree
44%
I believe that I am empowered as
a leader in my family?
Strongly
agree
40%
Agree
42%
Indifferent
10%
Disagree
4%
Strongly
disagree
4%
I believe that attending an
African-American, all-male high
school/college (HBCU) would
benefit me?
Strongly
agree
19%
Agree
24%
Indifferent
31%
Disagree
10%
Strongly
disagree
15%
Does/Did the American
educational system fully engage
your learning abilities?
Strongly
agree
14%
Agree
27%
Indifferent
13%
Disagree
30%
Strongly
disagree
16%
Do you believe that African-
American men in America are
an “endangered species”?
Strongly
agree
27%
Agree
27%
Indifferent
14%
Disagree
19%
Strongly
disagree
13%
Do you feel that President
Barack Obama has served
African-Americans in
particular?
Strongly
agree
15%
Agree
24%
Indifferent
29%
Disagree
17%
Strongly
disagree
15%

Interview Results
The interviews that were conducted netted the same ideas as the survey
respondents with two exceptions. One interviewee said that “Everybody wants to be
Black now…but no one wants to “be” Black. They want to be Black for the genetics, but
not for the social stigma. They want to take the positives, but leave the negatives”.
Conclusions/Recommendations/Next Steps
The survey results are straight-forward, but they have their quirks. For instance,
100% of the participants were males, but 98% were African-Americans. One person
“looked” African-American to the researcher, and he selected him using the non-
probability aspect of the research method, using personal judgment. The individual
indicated that he was not African-American, but continued to complete the survey. The
second individual was a 20-year-old Caucasian male, who knew that he did not fit the
survey population, but wanted to fill out a survey anyway, so the researcher obliged.
This baffled the researcher, and taught him not to judge a person by their looks.
When asked what state they were from 77% of the individuals were from the
Connecticut, while 6% were from New York, two people were from Alabama, two were
from Virginia, and one person each were from Delaware, California, Louisiana,
Michigan, Florida, South Carolina, and Massachusetts. When asked what country they
were from 86% were from the United States, while 5% were from Jamaica, 7% did not
answer, maybe because of some type of fear, and one each were from Puerto Rico and the
United States Virgin Islands. The age ranges were easily tabulated in ranges of ten, from
the age of ten to the age of 80 plus. The most represented group was between 31 and 40,
with 27% volunteerism. The researcher believes that this has occurred because the

researcher is in this age range also, which is what may have compelled individuals in this
age range to be alerted to the survey, being able to see “eye to eye” with these persons.
The next question was about marital status. 75% of the individuals reported being single,
which is a blaring red flag. With only 10% of the males reporting being married, this is a
problem in the African-American community. Marriage needs to be promoted more
often in order to get the black males living healthier and longer.
When asked about educational level, 46% of the males reported completing a high
school level education, while 37% indicated that they completed a college education,
which is a positive indicator. 12% indicated that they completed at the graduate level,
while none completed a doctorate level education, which is another red flag. Why are
there no Black men with doctorate degrees represented, and how representative is this in
correlation with the whole country? If this is a representative number, Blacks males need
to emphasize on obtaining doctorate degrees. 5% did not answer, maybe out of
embarrassment of not having a diploma at all.
When asked about participating in high school sports, 68% of the respondents
indicated that they participated, which can imply a few things. It could imply that
according to this percentage, high school African-American males are pushed into sports
instead of emphasizing academics. It also can imply that African-American males are
naturally dominant in sports, so they are more inclined to play sports and make the high
school teams. When it comes to the college level though, only 13% indicated that they
participated. This can imply that since academics are not emphasized to Black males
they are less likely to continue on to college. The sports played most by these individuals
at both levels are basketball, followed closely by football and baseball. The other sports

indicated were track, soccer, tennis, hockey, lacrosse, wrestling, gymnastics, cross-
country and swimming. Of the 100 people surveyed, 63% reported being arrested before,
which confirms the literature of this case study that African-Americans are
disproportionately placed in trouble with law enforcement.
When the respondents were asked if they believed that they were inferior to
Europeans they mostly strongly disagreed, with 49% of the vote. 22% disagreed also, but
what troubled the researcher was that 10% agreed and 7% strongly agreed! This
confirms the literature that some African-Americans do believe that they are inferior to
Europeans. 5% did not answer the question, maybe because it is a controversial question.
When asked if they believe that it is okay to hit an intimate partner, 69% responded no,
which may mean that most African-American males surveyed do not do it, or that they
refrained from indicating it on a survey. What is alarming is that 4% responded strongly
agree, while 1% agreed and 3% were indifferent. Who are these guys?
When asked if they believed that African-Americans are represented well in the
media 45% strongly disagreed, while 29% disagreed. This confirms the popular belief
that African-Americans are not portrayed well in the media. When asked if they had a
close parent-child bond with their father 32% strongly agreed, while 22% agreed. This is
a positive trend in this group of people, but what is yet to be determined is if these fathers
are in the home or not, because the research says that African-American fathers usually
have to bond with their children from a distance. When asked do you believe that you
inflict racial oppression on yourself 44% strongly disagreed while 27% disagreed, which
is a positive sign contrary to the research. What is alarming is that 19% agreed and 8%
strongly agreed.

When asked do you believe that you are empowered as a leader in your family,
40% strongly agreed and 42% agreed, which is a positive trend in the research
population. When asked if they believed that an all-male, African-American high
school/college (HBCU) would benefit them, the respondents strongly agreed 19% of the
time, while still 24% agreed also. Surprisingly, 32% were indifferent, maybe because
they have no idea what an all-male school would be like, or they have no idea what
benefit an African-American studies education will do for them. This also may be
attributed to the way African-Americans sometimes detach themselves from African
culture. When asked if the American educational system engaged their learning abilities,
14% strongly agreed, while 27% agreed, which is contrary to the literature, but
nonetheless a positive trend. It shall be noted that 30% still disagreed with this question.
When asked if they believed that African-American men in America are an
endangered species 27% strongly agreed and another 27% agreed, which is alarming in
itself. 14% were indifferent, which means that they need to be educated on the subject.
19% disagreed, and 13% strongly disagreed, which is good, but we have to make these
individuals certain. They should not be uncertain about whether their sub-group of
people are endangered or not. Lastly, when asked if President Barack Obama has served
African-Americans in particular, 15% strongly agreed and 24% agreed, which is positive.
But, 28% were indifferent and 17% disagreed, and another 15% strongly disagreed! This
means that these individuals still do not believe that the president is serving them well
and that their needs are not being addressed, even though he campaigned on getting “the
Black vote”.

Recommendations
The first recommendation that is drawn from these conclusions is to institute an
all-male-African-American HBCU, or an all-male African-American Academy of
Excellence for 18-24 year-old males. The Academy of Excellence would take on the
format of a Job Corps structure, but would utilize Maslow’s Hierarchy of Needs as its
framework, would utilize 10x Leadership strategies in its curriculum, then would use
Quantum Leap Thinking as its principles, and Jack Welch’s theory on Candor as its
behavioral emphasis.
The second recommendation for the individuals 31-40 years old who represented
most of the volunteer surveyors and all the older age groups who were represented in the
surveying is to attend college. The researcher suggests Albertus Magnus College
Accelerated Degree Programs, as he has undertaken this same journey and knows it
works.
The third recommendation is to promote Ph. D attainment in the African-
American male community. By the survey results these individuals are not pursuing
doctorate degrees, which may be a “glass ceiling” for them. This needs to be improved.
Next Steps
1. Institute this case study for Caucasian males.
2. Institute this research for African-American females.
3. Find out if the father’s the African-American males had a bond with are “in the
home”.
4. Revise the question “I believe that I inflict racial oppression upon myself” to “Do
you believe that you “internalize racial oppression”. This is more direct.

References:
Adams, J., Khan, H., & Raeside, R. (2014). Research Methodology. In Research methods
for business and social science students (Second Ed.). Thousand Oaks, California:
Sage Publications.
Bolman, L., & Deal, T. (2013). Preface. In Reframing organizations: Artistry, choice,
and leadership (5th ed.). San Francisco, California: Jossey-Bass.
Clark, Rodney; Anderson, Norman B.; Clark, Vernessa R.; Williams, David R.
American Psychologist, Vol 54(10), Oct 1999, 805-816. doi: 10.1037/0003-
066X.54.10.805
Collins, J., & Hansen, M. (2011). 10xers. In Great by Choice: Uncertainty, Chaos, and
Luck: Why some thrive despite them all. New York, NY: HarperCollins
Davis, P. (2005). The Origins of African American Culture and Its Significance in
African American Student Academic Success. Journal Of Thought, 40(1), 43-59.
D, E. J. R. D. P. (2013). Internalized Oppression: The Psychology of Marginalized
Groups. Springer Publishing Company
Edmund T. Gordon, Edmund W. Gordon and Jessica G. G. Nembhard
Pedagogical and Contextual Issues Affecting African American Males in School
and Society, The Journal of Negro Education, Vol. 63, No. 4, (Autumn, 1994),
pp. 508-531
Franklin, R. (2009). The Future of Fatherhood and Families in African American
Communities. (Cover story). Harvard Journal of African American Public
Policy, 1579-90.

Garrison, A. H. (2011). DISPROPORTIONATE INCARCERATION OF AFRICAN
AMERICANS: WHAT HISTORY AND THE FIRST DECADE OF TWENTY-
FIRST CENTURY HAVE BROUGHT. Journal of the Institute of Justice and
International Studies, (11), 87-X. Retrieved from
http://ezproxy.albertus.edu/login?
url=http://search.proquest.com/docview/903538372?accountid=41652
Kane, A. (2013, August 11). What does Black Failure Tell us about Blacks. Retrieved
September 29, 2014, from http://www.ambrosekane.com/2013/08/11/what-does-
black-failure-tell-us-about-blacks/
Mapes, J. (2003). The 14 Points of Quantum Leap Thinking. In Quantum leap thinking:
An owner's guide to the mind. Naperville, Ill.: Sourcebooks.
Nelson, D., & Quick, J. (2013). Motivation at Work. In ORGB (Student ed.). Mason, OH:
South-Western Cengage Learning.
Ronald E. Hall The Ball Curve
Journal of Black Studies, Vol. 32, No. 1 (Sep., 2001), pp. 104-119
Stacey N A Brodie, W., & Morgan, K. A. D. (2011). Factors impacting delinquency in
Jamaican and African-American adolescents. International Journal of Business
and Social Science, 2(6) Retrieved from http://ezproxy.albertus.edu/login?
url=http://search.proquest.com/docview/904525416?accountid=41652
Smith, E. (2008). African American Men and Intimate Partner Violence. Journal of
African American Studies, 12(2), 156-179. doi:10.1007/s12111-008-9039-4
Wayne M. B. & Darling C.A. Quality of Life: Perceptions of African Americans

Journal of Black Studies Vol. 30, No. 3 (Jan., 2000) , pp. 411-427
Published by: Sage Publications, Inc. Stable URL:
http://www.jstor.org/stable/2645944
Welch, J., & Welch, S. (2005). Candor. In Winning. New York: Harper Business.
Appendix 1 / Survey Instrument

Thank you for volunteering to fill out this survey.
The information obtained will be utilized for a Master’s level research
project.
All information will remain confidential and only used for the purpose of
the study.
This study will be prepared for Albertus Magnus College.
This survey should take about 10 minutes.
1. I am a male? Yes / No
2. I identify as African-American? Yes / No
3. State you are from?
4. Country you are from (if applicable)?
5. Age?
6. Marital Status?
7. Educational level? n/a / High School / College / Graduate Level / Ph. D
8. I played high school sports? Yes / No
9. I played college sports? Yes / No
10. If so, which sport(s) in high school?
11. If so, which sport(s) in college?
12. Have you ever been arrested? Yes / No
I believe that African-Americans
are inferior to Europeans?
Strongly
agree
Agree Indifferent Disagre
e
Strongly
disagree

I believe that it is okay to hit your
intimate partner?
Strongly
agree
Agree Indifferent Disagree Strongly
disagree
I believe that African-American
males are portrayed well in the
media?
Strongly
agree
disagree
Do you have a close parent-child
bond with your biological father?
Strongly
agree
disagree
I believe that I inflict racial
oppression upon myself?
Strongly
agree
disagree
I believe that I am empowered as
a leader in my family?
Strongly
agree
disagree
I believe that attending an
African-American, all-male high
school/college (HBCU) would
benefit me?
Strongly
agree
disagree
Does/Did the American
educational system fully engage
your learning abilities?
Strongly
agree
disagree
Do you believe that African-
American men in America are an
“endangered species”?
Strongly
agree
disagree
Do you feel that President Barack
Obama has served African-
Americans in particular?
Strongly
agree
disagree
*(HBCU) Historically Black Colleges & Universities
Thank you for your time in completing this survey. Your feedback is
appreciated!
Email to: mefreeman@albertus.edu (if applicable)
Appendix 2 / Interview Instrument
Research Project for African-American Males

Job Title:
Age:
Marital Status:
State:
Country:
Educational Level:
1. Do you believe that African-Americans are inferior to Europeans or any other
race?
2. Are you involved in a relationship that involves domestic violence?
3. How do you believe African-American males are portrayed in the media?
4. How do you believe that African-American males are portrayed on television?
5. Do you believe that African-American males are portrayed in the movies?
6. Do you have a close bond with your biological father?
7. Do you have a close bond with your biological mother?
8. Do you believe that you perpetuate racial oppression upon yourself?

9. Do you believe that you are looked at as the leader in your household?
10. If you had the opportunity, would you like to attend an African-American, all-
male institution of learning (i.e. high school/technical school/college (HBCU)?
11. Do you believe that you would benefit more from an education on African culture
than on the current Eurocentric educational system?
12. Does/Did the American educational system engage your learning abilities
effectively?
13. Do you believe that your learning abilities would be enhanced if applied to
African-American studies?
14. Do you believe that African-American men in America are an “endangered
species”?
15. Do you believe that President Barack Obama has served African-Americans well?
*(HBCU) Historically Black Colleges & Universities
Additional Comments:
Thank you very much for taking the time out to complete this interview!
Appendix 3 / Survey Diary

The researcher did surveying at The Old State House in Downtown Hartford,
Connecticut on October 20th
and 21st
of the year 2014. This experience was very fruitful
and interesting, primarily because of the location. This location is in the downtown
section of the city of Hartford, and the researcher set up outside The Old State House,
which invoked a sense of emphasis on history, culture, and awareness of the values of the
country of The United States of America by looking at the scenery.
The researcher drove around the survey site to find a good place to park. The
researcher then parked on the south side of the Old State House, with no parking permit.
The researcher then pulled out his gear and a fold-out table, and then went around the
building to find a good spot to set up. The researcher brought his wife along to assist in
conducting the survey. When the researcher found a good spot to set up his table and
gear on the north side of the building across from the Burger King, he was immediately
approached by a man who actually fit the survey population criteria, who was adamantly
inquiring about what was about to go on. This man was informed that a survey was about
to be conducted at this location, and that if he wanted he could participate. The
individual was elated about this and happily volunteered to fill out the survey.
The researcher then began to survey other African-American males. A white sign
in red Sharpie® that read “Survey (African-American males only)” was taped to the front
of the fold-out table. The method of getting volunteers was simple; to stand in place and
wait for the interest to grow to make people want to take the survey. Then, after a while,
the researcher would ask people walking by if they had five minutes to spare to take a
survey. This is where the probability & non-probability aspect of the surveying takes
place. This process started at 2:45pm, because the researcher felt that this was a good

time to catch people going home that may have a few minutes to spare to take a survey.
The participants gladly took part in the survey, while some participants stopped to talk to
the researcher for a while, while still others congratulated the researcher and thanked him
for taking the time to conduct research on such a controversial, but important topic.
In the midst of conducting the surveys, the researcher has realized how he will
have to format the survey population because of the lack of participation on social media.
The researcher will now have to lump all of the social media participation, as well as
friends and family members and survey sites like The Old State House all together. The
researcher was not able to conduct any surveys at the Buckland Mall because of the lack
of the required insurance. The researcher has conducted surveys at The Westfarms Mall
before, so the two malls must have different policies, so the researcher scrapped the two
malls altogether.
The researcher will be able to statistically tabulate the results of the surveys, as
well as any other inferences that are made. The initial analysis that has been made is that
this project is not simple; it takes a substantial amount of time, organization,
coordination, effort, will, as well as expertise. It is very important to cover all bases, as
well as make the project interesting. This takes much creativity and preparation, as well
as support. The researcher then conducted his survey at the Four Brothers Barbershop at
775 Silver Lane in East Hartford on October 25th
, 2014. The researcher surveyed the four
barbers, as well as associates of the researcher, and some of the patrons that were already
there, and some of the patrons coming in and out. While the researcher was at the
barbershop, a conversation on the topic of Black male upliftment occurred naturally.

The barbers lauded the researcher and recommended that he come back to do
activities such as this more often. The researcher then left the barbershop about two
hours after he arrived.
The researcher then conducted his final block of surveys at The Old State House
on October 29th
, 2014. The researcher parked in the State House Square parking garage
at this time, because he was told that he could get his parking validated by The Old State
House by attending a voting rights event at the Old State House. The researcher found
this fitting and obliged. The researcher set up at 10:00am, and attended the event at
noon. The researcher then left got his parking validated, then conducted his last surveys.
The researcher had a great conversation with a good old friend, who also participated in
the survey, and then he proceeded to leave the survey site for the last time.

Capstone Final Project (African-American males)(1)

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