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Chapter
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11
International Human Resource Management
Learning Objectives (1 of 3)Know the basic functions of human
resource management.Define international human resource
management.Understand how international human resource
management differs from domestic human resource
management.Know the types of workers that multinational
companies use.

Learning Objectives (2 of 3)Explain how and when
multinational companies decide to use expatriate
managers.Know the skills necessary for a successful expatriate
assignment.Understand how expatriate managers are
compensated and evaluated.Appreciate the issues regarding
expatriate assignments for female managers.
Learning Objectives (3 of 3)Know what companies can do to
make the expatriate assignment easier for their female
expatriates.Understand the relationship between choice of a
multinational strategy and international human resource
management.
International Human Resource Management Defined (1 of
3)Human Resource Management (HRM): deals with the overall
relationship of the employee with the organizationMajor goals
of HRM are managing and developing human assets.

3)Basic HRM functions are: Recruitment: identification of
qualified individuals for a vacant positionSelection: process of
filling vacant positions in the organizationTraining: providing
opportunities to help the individual to perform Performance
Appraisal: assessing the individual’s performance
3)Basic HRM functions are: (cont’d)Compensation: providing
the adequate reward packageLabor Relations: the relationship
between the individual and the company

International Human
Resource Management and International EmployeesWhen
applied to the international setting, the HRM functions make up
International Human Resource Management (IHRM). In the
international arena, the basic HRM activities take on an added
complexity, for two reasons:Employees of MNCs include a
mixture of workers of different nationalities.HR Managers must
decide the necessary extent of adaptation to local business &
national cultures.
Types of Employees in Multinational Organizations (1 of
4)Expatriate: Employees who come from a country that is
different from the one in which they are workingHome Country
Nationals: Expatriate employees who come from the parent
firm’s home countryThird Country Nationals: Expatriate
workers who come from neither the host nor the home country.
Host Country Nationals: Local workers who come from the host
country where the MNC unit is located.

4)Inpatriate: Employees from foreign countries who work in the
country where the parent company is located. Flexpatriates:
Employees who are sent on frequent but short-term international
assignments.International Cadre (Globals): Managers who
specialize in international assignments.Commuter Assignments
Employees: Employees who live in one country, but spend part
of the work week in another country.
4)Recent research suggests the rise of the self-initiated
expatriates.Self-initiated expatriates: employees who
independently decide to move to another country to work They
are professionals or managers who seek work in other countries
and decide to stay there for an indefinite amount of time. They
provide many advantages.
4)Advantages of self-initiated expatriates:They are experts in

the local culture.They do not require the same expensive
packages as regular expatriates.Many of the emerging markets
have severe shortages of qualified locals, so using self-initiated
expatriates may provide the multinational with local experts at
minimal costs.
Multinational Managers:
Expatriate or the Host Country
(1 of 2) Deciding whether to use expatriate or local mangers
depends mostly on a firm’s multinational strategy.Transnational
strategists see their managerial recruits as employable anywhere
in the world.Multidomestic strategists tend to favor local
managers. For a particular position, the firm should ask:Given
our strategy, what is our preference for this position (host,
home, or third country national)?
Multinational Managers:

Expatriate or the Host Country
(2 of 2) For expatriate managers (parent or third country):Is
there an available pool of managers with appropriate skills for
the position?Are they willing to take expatriate assignments?Do
any laws affect the assignment of expatriate managers?For host
country managers:Do they have the expertise for the
position?Can we recruit them from outside our firm?
Exhibit 11.1:
Percent of Millenials Who Want to Work Outside of their Home
Country
Is the Expatriate Worth It? (1 of 5)IHRM decisions regarding
use of expatriate managers must take into account the costs of
such assignments.The total compensation of expatriate
managers is often 3-4 times higher than home-based salaries. In
addition to high costs of relocating expatriates, more
multinationals are now concerned with expatriate safety

worldwide.Also, the failure rate of U.S. expatriates is higher
than those from Europe and Japan.
Is the Expatriate Worth It? (2 of 5)Reasons for U.S. expatriate
failure:Individual:Personality of the managerLack of technical
proficiencyNo motivation for international
assignmentFamily:Spouse or family members fail to adapt to
local culture.Spouse or family members do not want to be there.
failure (con’t.):Cultural:The Manager fails to adapt to local
culture or environment.The Manager fails to develop
relationships with key people in the new country because of the
complexity of cultivating networks with diverse people.

failure (con’t.):Organizational:Excess of difficult
responsibilities in the assignmentFailure to provide cultural and
other important pre-assignment training, like language and
cultureFailure of company to pick the right personCompany’s
failure to provide the level of technical support that domestic
managers are used toFailure of the company to consider gender
equity
Is the Expatriate Worth It? (5 of 5)Benefits of international
assignments:Help managers acquire skills necessary to develop
successful strategies in a global contextHelp the company
coordinate and control operations that are dispersed
geographically and culturallyProvide important strategic
information.Provide crucial information about local
marketsProvide opportunities for management
developmentProvide important network knowledge

Selecting Expatriate Managers (1 of 4)Selecting the wrong
person for the job leads to failure.Selecting the wrong person
can be a major expense, costing more than $1 million per
expatriate failure. Improperly selected employees who cannot
perform but who remain on assignment can be more damaging
to the firm than those who leave prematurely.Domestic
performance does not predict expatriate performance. Selection
criteria may differ.
Selecting Expatriate Managers (2 of 4)Key success factors for
expatriate assignments:Technical and managerial
skillsPersonality traits (flexible, willing to learn)Relational
abilities (ability to adapt to other cultures)Family situation
(spouse & family willingness to go)Stress tolerance (ability to
maintain composure)Language ability (speak, read & write the
language)Emotional intelligence (empathize, relate to others)
Selecting Expatriate Managers (3 of 4)Experts also agree that
another key success factor for expatriates is cross-cultural

social intelligence.Cross-cultural social intelligence: the ability
of an individual to gauge and understand verbal and non verbal
cues from a variety of cultures. Cross-cultural intelligence
implies that the individual can make accurate social inferences
from the cultural situation and is able to behave in appropriate
ways to address the verbal and non verbal cues.
Exhibit 11.4:
What Percentage of Companies are Using More Short Term
Assignments?
Selecting Expatriate Managers (4 of 4)Success factor priorities
for expatriate assignmentsThe importance of success factors for
a particular assignment depends on four assignment
conditions:Assignment lengthShort assignments focus on
technical and professionals skillsCultural similarityRequired
interaction and communication with localsJob complexity and
responsibility

Training and Development (1 of 4)Predeparture cross-cultural
training reduces expatriate failure rates and increases job
performance. The main objective of cross-cultural training is to
increase the relational abilities of the future expatriate and the
spouse and family. The training rigor depends on the
assignment. Training rigor: The extent of effort by both trainees
and trainers to prepare the expatriate for work abroad
Training and Development (2 of 4)Low rigor trainingShort time
periodConsists of lectures and videos on local culturesBriefings
on company operationsHigh rigor trainingLasts over a
monthMore experiential learningExtensive language
trainingIncludes interactions with host country nationals

Training and Development (3 of 4)Training cannot fully prepare
expatriates to face life in the new country. Challenges faced by
expatriates:Choosing schools for their childrenFinding
housingOpening bank accountsFinding grocery storesGetting a
driver’s licenseLearning about the community
Training and Development (4 of 4)Experts thus suggest
mentorship and even buddy programs for expatriates who face
these challenges.Host country mentors:Positively impact
expatriates’ organizational knowledge, job performance,
promotability, and teamwork. Home country mentors:Beneficial
but have a positive impact only on the expatriates’
organizational knowledge, job performance, and promotability.
Exhibit 11.7:

Training Needs and
Expatriate Assignment Characteristics
Performance Appraisal
for the Expatriate (1 of 3)
Conducting reliable performance appraisal for the expatriate is
very challenging.Seldom can the firm use same performance
criteria. Challenges:Fit of international operation in
multinational strategyUnreliable dataComplex and volatile
environmentsTime differences and distance separation

Without intensive and direct contact, performance appraisals
can fail to demonstrate a comprehensive understanding of the
expatriate manager’s situation.To overcome these difficulties:
Fit the evaluation criteria to the strategy.Fine-tune the
evaluation criteria.Use multiple sources of evaluation with
varying periods of evaluation.
Compensation packages must be attractive to skilled managers,
but also consider the increasing costs.Compensation packages
have many common factors:Local market cost of
livingHousingTaxesBenefits
The Balance-Sheet Approach
(1 of 2)Provides a compensation package that attempts to

balance purchasing power in the host country with that in the
home country. The expatriate should not be in a better or worse
position financially because of the assignment.The firm
provides allowances for adjustments for differences in taxes,
cost of living, housing, food, recreation, personal care, clothing,
education, home furnishing, transportation, and medical care.
The Balance-Sheet Approach
(2 of 2)In addition to matching purchasing power, firms may
provide additional allowances:Foreign service premiums (often
10-20% of base pay)Hardship allowance (extra money for
difficult postings)Relocation allowances (miscellaneous costs of
move)Home-leave allowances (transportation costs to return
home once or twice per year)
Exhibit 11.9:
The Balance Sheet Approach

To Expatriate Compensation
Other Approaches (1 of 3)The high cost of expatriate
compensation and the trend toward worldwide workers has
resulted in modifications of the balance sheet approach. Some
variations:Headquarters-based Compensation: paying home
country wages regardless of locationHost-based Compensation:
adjusting wages to local lifestyles and costs of livingGlobal pay
systems: worldwide job evaluations, performance appraisal
methods, and salary scales
Other Approaches (2 of 3)MNCs should take into consideration
the following issues when designing compensation
systems:Compensation systems should be attractive enough to
encourage managers to take on expatriate assignments in areas
critical to the multinational.MNCs must be mindful of costs
associated with compensation plans and implement the most
effective and efficient programsMNCs must try to provide
systems ensuring that expatriates have stability in terms of
lifestyle and economic status.

Other Approaches (3 of 3)MNCs should take into consideration
the following issues when designing compensation systems
(con’t.):Multinationals must treat all of its employees fairly and
consistently.Multinationals must also be consistent with the
overall direction and strategy of where the multinationals want
to be in the future.Multinationals must also implement systems
that are easy to administer.
The Repatriation Problem (1 of 2)Repatriation Problem: the
difficulties that mangers face coming back to their home
countries and reconnecting with their old jobs. Three cultural
problems “reverse culture shocks:”Adapting to new work
environment and culture of home officeRelearning to
communicate with others in home and organizational
culturesAdapting to their basic living environment

The Repatriation Problem (2 of 2)These strategies may help
firms to successfully repatriate their managers:Provide a
strategic purpose for the repatriation.Establish a team to aid the
expatriate.Provide parent country information sources.Provide
training and preparation for the return.
International Assignments
for Women (1 of 2)Women in international assignments are
strikingly rare. Estimates are that women represent only 12% of
expatriate managers, but 45% of management. Women face a
glass ceiling at home, and an expatriate glass ceiling worldwide,
because of 2 myths:Myth 1: Women do not wish to take
international assignments.Myth 2: Women will fail because of
the foreign culture’s prejudices against local women.

International Assignments
for Women (2 of 2)Don’t assume that people from foreign
cultures apply the same gender role expectations to foreign
workers that they do to local women.Successful women
expatriates emphasize nationality, not gender. The issues that
arise in …
Chapter
12
HRM in the Local Context:
Knowing When and How to Adapt
Learning Objectives (1 of 3)Have a basic understanding how the
national context affects HRM practices.Describe how
recruitment and selection practices differ among national
contexts.Identify possible host adaptations in recruitment and

selection practices for a multinational company.Explain how
training and development techniques are used in different
countries.
Learning Objectives (2 of 3)Name sources of high-quality
workers in different nations. Understand how training must be
adapted to host country workers.Identify how performance
evaluation and compensation practices differ in various national
contexts.
Learning Objectives (3 of 3)Discuss possible host country
adaptations in performance evaluation and compensation
practices for a multinational company.Understand how labor
costs vary among nations.Appreciate how the national context
and historical conditions affect the relationship between
management and labor in different countries.

Key Questions
Regarding Local Employees How can we identify talented local
employees?How can we attract these employees to apply for
jobs?Can we use our home country’s training methods with
local employees?What types of appraisal methods are
customary?What types of rewards do local people value?Do any
local laws affect staffing, compensation, and training decisions?
Why Do Nations Differ in HRM? (1 of 5)Because of the
national context: National culture and social institutions
influence how managers make decisions regarding strategies
Countries vary widely with regards to social institutions and
national cultureMultinationals must select and implement
practices that meet national context.

Why Do Nations Differ in HRM?
(2 of 5)Because of the resource pool: all the human and physical
resources available in a country Includes quality of labor,
availability of scientific laboratories, and sources of fuelArises
from both from natural and induced factor conditionsUnique to
each country
Why Do Nations Differ in HRM? (3 of 5)Factors influencing the
resource pool:The quality, quantity, and accessibility of raw
materialThe quantity, quality, and cost of personnel
availableThe scientific, technical, and market-related
knowledge available to firmsThe cost and amount of capital
available to firms for operations and expansionThe type,
quality, and costs of supporting institutions such as the systems
of communication, education, and transportation
Why Do Nations Differ in HRM? (4 of 5)Natural Factor
Conditions: national resources that occur naturally, e.g.,

abundant water supplyInduced-Factor Conditions: national
resources created by a nation, e.g., superior educational system
Why Do Nations Differ in HRM? (5 of 5)Major national context
characteristics that affect HRM:Education and training of the
labor poolLaws and cultural expectations of selection
practicesTypes of jobs favored by applicantsLaws and cultural
expectations regarding fair wages and promotion criteriaLaws
and traditions regarding labor practices
Recruitment (1 of 2)The major steps in recruitmentManagers
determine that jobs are availableEmployers determine the types
of people and skills that are necessary for the jobEmployers
generate a pool of applicants for the job

Exhibit 12.2:
Steps in the Recruiting Process
Recruitment (1 of 2)Recruitment strategiesWalk-ins or
unsolicited applicationsAdvertisements placed in newspaper or
on the InternetCompany Web site job postingsInternal job
postingsPublic and private personnel agenciesPlacement
services of educational institutionsCurrent employee
recommendations
Recruitment in the United StatesU.S. managers:Tend to see
online or print advertising as one of the most effective
recruitment methods.Fear employee referrals result in the
recruitment of people with similar backgroundsFear that
recruitment by personal contacts may result in biases against
some groups.Open and public advertisements are the most

effective, reflective of individualistic U.S. culture.
Exhibit 12.3:
Types of Recruitment and Effectiveness
Source: Based on data reported in Zalesova, A. and R.W.
Robertson. 2010. “Building a better workforce: Trials and
tribulations of employee recruitment and management.” Feature
editions, 4, 70-80Method of Recruitment% of Respondent Using
the MethodEffectiveness of Recruitment Method
(1: not very effective to 5: very effective)Newspaper
advertisement862.9Referrals from employees853.6Use of
recruiters773.7Use of Internet662.6Recruitment on
schools623.3Job fairs482.7Use of
consultants443.1Competitors153.1
Recruitment Around the World (1 of 3)While the U.S. favors

open forms of recruitment, recruitment in collectivist societies
tends to focus on the in-group, such as the family and friends of
current employees.Backdoor Recruitment: prospective
employees are friends or relatives of those already
employedManagers are recruited from prestigious universities.
Micah White (MW) - The new MS A-head for this section is
"Recruitment" but that A-head has already been used before in
the preceding section of the new MS. Please confirm
appropriate A-head and match this slide's heading to A-head.
For now, I have changed this to "Recruitment Around the
World," as this seems to apply to the whole section of the MS.
Recruitment Around the World (2 of 3)Not only companies but
individuals have recruitment preferences based on national
culture & social institutions. Looking for jobs through public
vs. private agencies:Individuals in former communist and
socialist societies were more likely to rely on public
agencies.Individuals in more individualistic societies used
private agencies.

Recruitment Around the World (3 of 3)Posting ads and
responding to ads:Both are very public forms of
recruitment.Individualistic societies and egalitarian (low-
masculinity) societies prefer such forms.Applicants apply
directly.Individuals in Socialist societies and former communist
countries prefer to talk to friends, relatives and other
connections to find a job.
Selection in the United States (1 of 2)Gather information on a
candidate’s job qualificationsFind a match between the
candidate’s skills and the job requirements.The focus is on the
individual’s achievements rather than group affiliations.Many
firms prohibit Nepotism, the hiring of relatives.Many also
prohibit managers from supervising family members.
Exhibit 12.7:
Typical Steps in U.S. Personnel Selection
SOURCE: Adapted from Bohlander, George W., and Scott

Snell. 2009. Managing Human Resources. Cincinnati, OH:
South-Western; Werther, William B., and Keith Davis. 1993.
Human Resources and Personnel Management. New York:
McGraw-Hill.
Selection in the United States (2 of 2)Because the U.S. selection
process is heavily based on personal achievements, applicants
for jobs typically have to present themselves in such a way as to
impress the recruiters. This focus on impression management
may also result in self-presentation behaviors. Self-presentation
simply refers to the applicant’s efforts to present him- or herself
in a more positive light by focusing on positive attributes or
minimizing negative attributes.
Selection in
Collectivist CulturesHiring always takes the in-group into
account.Preference is given to hiring relatives of first, the
employer, then relatives of employees.This selection values
potential trustworthiness, reliability, and loyalty over

performance-related background.High school and university ties
may substitute for family membership.
Implications for the Multinational: Recruitment and Selection (1
of 2)Recruitment and selection of host country workers requires
that managers of MNCs understand and adapt to local practices.
If local norms are not followed, the MNC may not get the best
employees, and may offend cultural norms or break host country
laws. Many firms now using Electronic Human Resources
(eHR).
Implications for the Multinational: Recruitment and Selection (2
of 2)Cultural factors affect selection fairness perception on how
potential employees view employers as attractive.When
potential employees go through the selection process, they
develop an idea of how fair they are being treated. Those who
have high fairness perception tends to develop a more attractive
view of the organization. In situations where employers are
competing for the best talent, those who perceive being treated
more fairly are more likely to find the employer attractive and

this have higher intentions to take the job.
Training and DevelopmentWithin a country, the need for
training and development varies widely industry, technology,
etc., but broad national differences exist. Differences in training
and development are due to:Differences in educational
systemsEmphasis on training placed by national
governmentsCultural values regarding other personnel practices
Training and Development
in the United StatesCompanies with over 100 employees invest
more than $60 billion in training costs.Management
development and computer skills are the most popular.There is
growing pressure on U. S. businesses to supplement basic
educational training.The transition to a service sector economy
means the need for specialized skills training will increase.

Training and Vocational Education in Germany (1 of 4)A
sophisticated and standardized national system provides two
major forms of vocational education:General and specialized
vocational schools and professional and technical collegesDual
system: A combination of in-house apprenticeship training with
part-time vocational-school training leads to a skilled worker
certificate.With advanced training, one can achieve the status of
Meister: a master technician.
Training and Vocational Education in Germany (2 of 4)The
German Dual SystemStems from collaboration among
employers, unions, and the stateCosts are shared between
companies and the state.Employers have an obligation to release
employees for training.Produces a well-trained national labor
force with skills that are not company specificDual System
under stress due to economic downturn

Training and Vocational Education in Germany (3 of 4)Germany
is not the only country that mandates such training.The type of
vocational training provided in a country is dependent on the
type of support provided by the government. There are three
different types of vocational training.
Training and Vocational Education in Germany (4 of 4)Types of
vocational training around the world
Market-oriented system: Vocational training with no or minimal
government roleExamples: UK, US, Japan
Institution system: the government is solely in chargeExamples:
France and Italy
Dual system: the government works with industries to shape the
vocational training systemExamples: Germany, Australia,
Switzerland
Implications for the Multinational: Training and

DevelopmentBefore operating in a host foreign country,
multinational managers must:Consider the quality of workers
and managers thereExamine the feasibility of exporting training
to themAdaptation of management-development to different
national contexts depends on intended use of host country
managers.
Performance AppraisalPerformance Appraisal: Identifying
people to reward, promote, demote, develop & improve, or
terminateNot everyone can move up the corporate
ladder.Assumption in individualistic cultures is that
performance appraisal systems provide rational and fair
solutions to these HR problems.
in the United States (1 of 2)U.S. system values links among
individual rights, duties and rewards, and equal opportunity.The
ideal U.S. system is rational, logical and legal. Such systems
have four elements:Performance standardsPerformance

measuresPerformance feedbackHuman resource decisions
in the United States (2 of 2)U.S. requirements for
appraisals:Appraisals must relate clearly to the job and
performance.Performance standards must be provided in
writing.Supervisors must be able to measure the behaviors they
rate.Supervisors must be trained to use evaluation
measures.Supervisors and subordinates must discuss appraisals
openly.Appeals procedures must be in place.
Performance Appraisal Around the World (1 of 3)Australia,
Canada, and the United StatesThese 3 are among the top five
countries for all performance-appraisal purposes.Very high on
individualism, with heavy emphasis on the individual
development of the employee Performance appraisals are seen
as the most effective method to gauge how well an employee is
doing and how their performance can be improved.

Performance Appraisal Around the World (2 of 3)Taiwan and
Latin AmericaAlso figure prominently on the listPossible
effects of social institutions such as government and trade
agreementsMay be emulating Western-based systems because of
a desire to satisfy trade agreements and other competitiveness
requirements
Performance Appraisal Around the World (3 of 3) In
Collectivist Societies, performance appraisals may not be as
important: Age and in-group memberships provide a large
component of the psychological contract with the
organization.Human resource decisions take into account
personal background characteristics more than
achievement.Managers indirectly sanction poor performance,
and often avoid direct performance appraisal feedback.

CompensationCompensation: includes wages and salaries,
incentives such as bonuses, and benefits such as retirement
contributions.There are wide variations among countries and
organizations on how to compensate workers.A country’s
economic development, cultural traditions, labor unions, and
legal institutions all affect compensation.
Compensation Practices in the United StatesIn the U.S., wages
and salaries differ based on two major factors:External:
includes local and national wage rates, government legislation,
and collective bargainingInternal: includes the importance of
the job to the organization, its affluence and its ability to pay,
and the employee’s relative worth to the business94% of firms
use comparative wage data to determine compensation.
Compensation Around the World

(1 of 2)In a study of 10 countries, all managers believed: Pay
incentives should be important.Pay should be contingent on
group performance.Pay should be contingent on company
performance.Incentives should be a significant amount of
pay.Job performances should be the basis of pay raises.Benefits
should be important.Benefits should be more generous.Pay
should be based on long-term results.
Compensation Around the World
(1 of 2)Russian compensation practices require an
understanding of Soviet era compensation practices.During that
time, employees were guaranteed jobs and compensation levels
were determined by the government to ensure low wage
differentiation.There are still some similarities with the Soviet
model.Wages and benefits are still determined by influential
individuals rather than objectively determined by the HR
department.
system for …

Study Guide: Repair & Reconstruct HIS 1110 G. J.
Giddings
We have seen that it took the violent cataclysm of a civil war
(U.S.A.’s most deadly!) to abolish
the evil/diabolically forced, resisted, legal and contradictory
enslavement system in the U.S. But
as you can imagine, abolition could not instantly make 4.5
million “Freedmen” automatically
ready for full citizenship. In 1865 and beyond, postbellum
Blacks still faced challenges including
illiteracy, poverty, structural (governmental & economic)
racism and personal terrorism.
What would, and did, it take to repair and reconstruct Blacks as
well as a relatively young U.S.,
torn apart by civil war? Just as Blacks had done before in
conventions, abolition and emigration
movements, now too they looked to themselves, and their white
allies, including the “Radical
Republican” politicians of the day, to help overcome centuries
of bondage and such challenges
as illiteracy, share cropping, lynching, and “black code” laws
such as segregation, convict leasing,
etc.
As in the past U.S. wars, Blacks showed initiative and
patriotism by serving in the Civil War
(approximately, 186,000) and also sacrificed by suffering higher
casualties, proportionally, than
white soldiers. Having defeated the rebelling Confederate States
of America (CSA), and dragging
them back into the Union, President Abraham Lincoln’s
government, some Civil War generals,

and Radical Republicans in Congress initiated Reconstruction
initiatives to “rebuild” the south,
“check” the southern rebels, and help the new “freedmen” get
back on their feet.
F&H chapters 10 and 11 explore the several methods by which
Reconstruction and reparations
took effect. Efforts included: the 13, 14 and 15 Amendments to
the U.S. Constitution,
Department of the South; Penn Normal Industrial & Agricultural
School; Northern educators:
Hezekia Hunter, Laura Towne, Charlotte Forten, et al., Special
(Field) Order #15, Ten Percent
Plan, Wade-Davis bill, Freedman’s Bank; Civil Rights Act of
1866, Freedman’s Bureau, and Black
elected officials (1,700, i.e., 2 U.S. Senators, 14 U.S.
Representatives.)
Next we will explore (F&H chapter 12) post-Reconstruction
efforts of Southern states to almost
revive slavery, after the Federal government gave up on
Reconstruction through the 1877
presidential election compromise that put Republican President
R.B. Hays in the Whitehouse.
Importantly, Blacks responded by growing their self-help
tradition in light of the Reconstruction
betrayal. Just as during the antebellum period, Blacks “closed
rank” and helped each other,
creating many organizations, movements, and leaders (i.e., Ida
B. Wells-Barnett, B. T.
Washington, W.E.B. DuBois, M.M. Garvey, et al.)
In our next Unit, we will also explore the biographic sketches of
key classical Black leaders of the
turn of the 20th Century, to understand and assess archetypes of

Black leadership which
emerged during this “nadir” period in African American history,
and inform subsequent periods
of Black leadership.
End OF
ENSLAVEMENT?
Dr. G. J. Giddings

Characteristics
forced,
resisted,
Codified/legal,
Contradictory …economic …

Militant Abolitionists
1829, David Walker’s “Appeal …”
1831, William Lloyd Garrison’s The Liberator
1831, Nat Turner’s Revolt

David Walker, 1829
Freeman, NC
Migrated to Boston
“Appeal in Four Articles Including a Preamble to the Colored
…” 1829
Died, 1830
Influenced N. Turner?
Edward G. Walker
MA Assembly
(R. Young’s “Ethiopian Manifesto” 1829)

David Walker ….
“… Are we men!! I ask you … are we MEN? Did our creator
make us to be slaves to dust and ashes like ourselves? Are they
not dying worms as well as we? … How we could be submissive
to a gang of men, whom we cannot tell whether they are as good
as ourselves or not, I never conceive …” D. Walker
F&H, p. 185

William L. Garrison, 1831
Former gradualist/ colonizationist
“The Liberator”

400 Black subscribers
Founded NEA-SS, 1832
AA-SS
US Constitution
“covenant with death …agreement with Hell,”
(O. G. Villard, NAACP)
Freedom’s Journal, 1827

Nat Turner, 1831
“The Prophet”
Aug. 21-23, 1831
South Hampton, VA
Signs:
Solar eclipse;
green-blue sun
70 Blacks involved
57-60 whites killed
100 prosecuted
Results:
New slave codes
Whites must be present at Black worship

Other Black Militants
Frederick Douglass
Sojourner Truth
Henry H. Garnet
Mary A. Shadd Cary
Martin R. Delany

Samuel Cornish
John Brown Russwurm

Black Militant Periodicals
“Freedom’s Journal” 1827
“Rights Of All” 1829
“Mirror of Liberty” 1839
“North Star” 1847
“Colored Man’s Journal” 1851
“Provincial Freeman” 1853
“Anglo-African” 1859

Paths to Civil War/Secession
1850, Compromise …
1854, Kansas-Nebraska Act …
1857, Dred Scott v. Sandford …
1859, John Brown Raid …

Path to Civil War/Secession
1850 Compromise
Strict fugitive law,
CA as Free,

no trade in DC …
Texas debt forgiven …

1854, Kansas-Nebraska Act
Repealed Missouri Compromise of 1820
MO, 36/30 parallel N
states decide slavery question
Spurred creation of Republican Party, 1854

1857, Dred Scott Supreme Court Decision
Enslaved in MO
Lived in IL and WI …
Sued for freedom in MO …
S.C. ruled (7-2), Blacks are not citizens …

Path … John Brown
Raid on Harper’s Ferry, VA, Oct. 16 1859

Radical abolitionist
Consulted Black leaders
<50 posse
5 blacks; 2 killed, 2 hanged, 1 escaped)
5 whites killed
Eulogized by R. Waldo Emerson, D. Thoreau, et al.

Other Secession paths …
H. Beecher Stowe, Uncle Tom’s Cabin, (“life among the
lowly”), 1852
Pres. Abraham Lincoln Election, 1860
Underground Railroad …

Other Secession paths …
Underground Railroad
100K “escapes” (1810-1850) $30 million
1787 Quaker, Isaac Hopper
40K via/to Ohio (W. Siebert)
1831, Tice Davis/Davids run away to Ohio
John Parker (b. 1827, d.1900)
His Promised Land

… “Underground Railroad”

STUDY GUIDE: Ending Slavery HIS 1110, Dr. G. J.
Giddings
Given the key characteristics of enslavement and the challenges
of being a Black person in antebellum
U.S., it makes sense that this enslavement holocaust was
naturally/constantly resisted and could not last
forever. Indeed, the enslaved and their allies would have it no
other way.
F&H chapter 9 (our optional textbook) describes 3
events/personalities which sparked the “militant
abolitionist movement.” These events were: David Walker’s
“Appeal …” of 1829; William Lloyd
Garrison’s publication of The Liberator in 1831; and the Nat
Turner Revolt in 1831.

This early and radical civil rights/abolitionist movement
resulted from years of resistance by Blacks and
white anti-slavery allies. Blacks were tired of being enslaved
and/or second class citizens, and anti-
slavery white folks were frustrated that although the “slave
trade” was legally prohibited in 1808,
“slaves” were still being smuggled into the U.S., and the
“internal trade” between southern states,
including Washington, DC continued and actually grew!
Frustrations over slavery expanding, including westward as the
country grew wider west, was illustrated
in several major national events mainly in the 1850s which
eventually caused most of the southern
states to secede from the U.S. Union in 1861, to form the
Confederate States of America (C.S.A.) and
sparked the Civil War (C.S.A. versus the U.S.A., 1861-1865).
At least 4 of the events which sparked this
cataclysmic Civil War were:
1850 Compromise: Strict fugitive law, CA admitted as a free
state, end of slave trade in DC…
1854 Kansas-Nebraska Act: repealed Missouri Compromise of
1820; popular vote determines if
territory turn state would have slavery labor …

1857 Dred Scott Supreme Court Decision: enslaved Missourian
Scott traveled to IL and MN for 4 years,
married there; returned to MO and sued for freedom; SC ruled
Blacks are not citizens …
1859 John Brown Raid: October 16, seized federal arsenal in
Harper’s Ferry, VA (WV); consulted with F.
Douglass and Harriet Tubman; less than 50 posse; 5 blacks: 2
killed, 2 hanged and 1 escaped; 5 whites
killed; Brown made martyr …
Consider the impact of militant abolitionists and the subsequent
national events of the 1850s on the
decision of 11 southern states to secede from the U.S. union. As
a system that was always resisted while
being maintained by force and violence, laws, contradictions,
and myths, it is not surprising that this
system would end through violence and cataclysm. A
cataclysmic Civil War was required to defeat such
an evil as slavery. But would slavery just end overnight, with
so many whites accustomed to having
most Blacks in bondage and without rights?

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