40 Credits and a Leader


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Oral defense powerpoint of my 2011 completed dissertation

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  • Thank you Good Afternoon Dr. Follins, Dr. Saxton, and Dr. Heuss. I trust that you all had a safe and wonderful Memorial Day weekend.Before I begin the presentation let me just cover a few of the conference all logistics. *4 will increase or decrease the volume on the call*6 will allow you to mute your phone and for Dr. Follins, *9 ends the call.This presentation is on my dissertation entitled…..IF you will turn to slide 3 I will go over the agenda….
  • Issues with the African American male has always been a subject close to my heart…. Not only because I am surrounded by Black males in my personal life but because I have worked in various educational situation where inequality still exist… specifically for African American males. When my nephew, who is now 15 years old was born I realized the issues of African American man was now more personal than ever, especially when he came to me said he was not going to work when he got older because big boys like Poppa (his retired grandfather) did not work. I realized at the point young black males in singles parent homes mimic what they see.. And not seeing a male role model in school or in the home allowed my nephew to feel comfortable with his choice of not working as he got older. I tried my best to introduce and maintain male role models by requesting he be placed with an African American male teacher in pre-school.. Unfortunately as he moved along in the educational system the number of Black male teacher decreased and the number of Caucasian teachers tripled.
  • While working in the NYCDOE as a HR liaison I saw first hand the hiring practices of many schools in the Bronx and one that really bothered me was “keeping the seat warm” which meant hiring anybody regardless of their teaching specialty to fill the open spot. The purpose of the study is to establish the need for a more diverse culture curriculum in the New York City public school to aide in the strengthening of African American male’s innate leadership skills. The Schott Foundation for Public Education The future for African American males educated in the NYCDOE is a bleak picture. Only one state in this nation , according to the statistical data from NAEP () was able to decrease the academic achievement gap between AA and Caucasian males and that was New Jersey. African American males have the highest statistical data on incarceration reports, unemployment rates, and high school dropouts (Bureau of Justice, 2009; Children Defense Fund, 2007; McKinnon, 2002). African American males make up less than 15% of the population, have shorter life spans, and hold more service than professional occupations.
  • The current curriculum has produced a shortage of productive African American males, evident in the documented gap between African American and Caucasian males (Bureau of Labor Statistics, 2009; National Center for Educational Statistics, 2005; U.S. Bureau of Census, 2001). The impact of not exposing African American males to historical culture permits them to create alternative cultures of “gangs and hip hop” (Jenkins, 2006, p. 151). The significance of this proposed research study is that findings of the study may encourage teachers and other school administrators to include culturally relevant material in their curriculum, which is cognizant of how African American males learn and deal with conflict, as well as the need for mentoring.
  • Emotional Intelligence: Goleman’s (2005) theory of emotional intelligence refers to a person’s emotional control of himself. He has (1995) has applied his model of EI to the educational curriculum as it relates to students level of boredom. Gardner, a Harvard psychologist, thought that it was better to motivate students from within, rather than with rewards (Goleman). Learning increases when students care about what they are studying and the satisfaction of learning is also heightened. Regulating emotional intelligence in order to “facilitate rather than impede thinking” verbalizes the need for proficiency in self-awareness (Goleman, p. 94). Collective Responsibility: Society is dependent on its social institutions such as schools, churches, and other public institutions; however, the individual has divorced himself from the collective. Follett termed this theory as a form of democratic governance.. One where the individual to think of not only himself or his department but also the communityCollective Leadership: This collaborative leadership is not only based on a strong sense of self-awareness but is also aware of the values of others (Raelin, p.157). Raelin (2005), a community can have more than one leader thereby making leadership a plural phenomenon. His model is based on collectiveness, concurrency, collaboration, and compassion, whereas the traditional model is based on serialization, individualism, control, and indifference.These three theories can work together to create a school curriculum and system that is inclusive of the community of students, teachers and neighborhoods.
  • The goal of the research study was to understand a specific experience from the participants point of view….. Method: QualitativeQualitative methods use words to describe experiences and quantitative methods use statistical data to test a theory.Design:Two fold Phenomenology because the study explored the lived experiences of the participants and Hermeneutic instead of empirical - Empirical phenomenology is focused on the structure of the experience in contrast to hermeneutic phenomenology, which is focused on the meaning of the experience.
  • Scope non-public schools previous studiesAfrican American males have the highest statistical data on incarceration reports, unemployment rates, and high school dropouts (Bureau of Justice, 2009; Children Defense Fund, 2007; McKinnon, 2002).Limitations selection based on questionnaire Race location of participantDelimitations: Bracketing bias
  • The population of the participants was 3 (21-30), 5 (31-40), 12, (41-50).
  • Why did you choose Atlas.ti?I chose this coding software because of the price, the tutorials, ease of use and the ability to use the collaboration feature in future studies.
  • Theme 1: Family Influence a strong predictor of self perceived leadership skills in African American males16 out of 20Theme 2: Leaders are born or madelife experiences created leaders 12 out of 20 made 5 out of 20 both 3 out of 20 bornTheme 3: Rites of passage programs needed for African American males 17 out of 20 need 3 out of 20 no Theme 4: Integration gave African American males an opportunity to compete on a equal playing field, however the implementation of the process was a disaster9 out of 20 help…7 out of 20 hurt….. 4 out of 20 bothTheme 5: Emotional Aptitudethe public school system does not foster emotional aptitude in the African American male.18 out of 20 stunted 1 out of 20 growth, 1 both Themes 6: Culture versus HistoryCulture can not exists with history. 11 out of 20
  • Rites of passage or mentoring programsAdministered by the NYC Board of Education 7 out of 20Administered by the community and concerned parents 13 out of 20Implementation of integration was flawedCulture is not related to history 9 out of 20Outliers1 of 3 pilot study participants did not complete High School but did receive his GED1 of 3 pilot study participants attended a school design to uplift and entrench the African American male in culture … he was the only participants with a doctoral degree. 1 of 20 participants believed his culture was not indicative to African America but was a mixture of his community’s culture1 of 20 participants believed the Civil Rights movement was manipulated by the Government
  • This study is significant to the field of leadership because the education of the African American male directly affects their status in the workplace and in life. According to the U.S. Bureau of Labor Statistics (2009), “Higher levels of education are associated with a greater likelihood of being employed and a lower likelihood of being unemployed” (p. 2).
  • I would love to explore a multicultural curriculum currently working for African American males and present my findings to the NYCDOE… for example if the programs are working in organizations like Morehouse College, The Wings Academy in the Bronx, various schools in New Jersey, and other charter schools using a multicultural curriculum maybe there is a way to adapt the program to the urban public schools to decrease the academic gap between African American and European Americans. President Obama’s stance on education is one of global inclusivity and in order for the next few generations to compete in the global market they must be introduced to a multicultural curriculum along with learning reading writing and arithmetic.
  • 40 Credits and a Leader

    1. 1. LEADERSHIP AND THE AFRICAN AMERICAN MALE: FORTY CREDITS AND A LEADER Dawn D. Dobson-Bryant Doctoral Candidate University of Phoenix Online
    2. 2. Committee Members Dr. Craig Follins, Ph.D. Mentor Ronald Heuss, Ph.D. Committee Member Joseph Saxton Jr., Ph.D. Committee Member 2
    3. 3. Agenda for Oral DefenseGreetings Overview………………………………….. pg. 4 Problem & Purpose Statement……………. pg. 5 Theoretical Framework…………………… pg. 6 Research Method & Design.……………… pg. 7 Research & Supplemental Question……… pg. 8 Scope, Limitations, and Delimitations……. pg. 9 Study Population………………………….. pg. 10 Data Collection & Analysis……………...... pg. 11 Thematic Findings………………………… pg. 12 Recommendations for NYCDOE….……… pg. 14 Recommendations for Community……….. pg. 15 Future Scholarly research……………….… pg. 16 Significance to Leadership………………... pg. 17 Committee Questions and Answers……….. pg. 18Thanks to Committee 3
    4. 4. OverviewO Why this topic?O Personal reasonsO HR & Department of EducationO Future of African American Males 4
    5. 5. Problem & Purpose Statement The problem is in the core educational curriculum of the New York City Department of Education; centered on a European culture, does not accommodate the achievement of African American males (Ashby-Bey, 2005; Fashola, 2005; Hilliard III, 2003; Kunjufu, 2005; Ladson- Billings, 1995; West, 1986). The purpose of this study is to explore the lived experiences of African American males between ages 21-50 through the view of the New York City Department of Education’s curricula and culture. 5
    6. 6. Theoretical FrameworkO Emotional Intelligence O Emotional intelligence (EI) is more than a subset of social intelligence; the concept influences the judgment portion of one’s life.O Collective Responsibility O Collective responsibility, as defined by Follett, is an intermingling, not a simple addition, of responsibility to create a holistic unit.O Collective Leadership O Collective leadership, as defined by Burns, is a collective in which the crucial elements are power, purpose, and relationship (Fairholm, 2001). 6
    7. 7. Research Method & DesignO Research Method O The method for this particular research study was qualitative as opposed to quantitative because of the need to be flexible in describing the phenomenon.O Research Design O The study used hermeneutic phenomenology, which not only provides for the lived experience of participants, but also focuses on the minute details that construct meaning for the individual. 7
    8. 8. Research & Supplemental QuestionsO Research Question O What specifically in the curriculum supplied at the K-12 educational level in the New York City Department of Education (NYCDOE) schools hinder or help occupational achievement?O Supplemental Question O What examples identify the consequences of a non-culture curriculum in the New York City Department of Education schools? 8
    9. 9. Scope, Limitations & DelimitationsO Scope O was limited to African American males between the ages of 21 and 50 due to the academic achievement gap’s statistical data on African American boys.O Limitations O the research study will not account for external components coupled with the curriculum, which could affect the lived experiences of the participantsO Delimitations O Geographical size of the study was chosen with letters of introduction and questionnaires sent to random African American organizations. O The study does not include all individuals because the assumption is the phenomena being explored only affects minorities, specifically males more than females. 9
    10. 10. PopulationO Employed African American males between the ages of 21 to 50 who attended a public school in the New York City Department of Education for five consecutive years. 10
    11. 11. Data Collection & AnalysisO Collection O Face-to-face interviews in public areasO Analysis O data retrieved and coded from the semi-structured interviews and the literature was reviewed, transcribed, and imported into computer- analysis for qualitative data software Atlas.ti O Identify and analyze emerging themes relating to culture in the public school and African American leadership. 11
    12. 12. Thematic FindingsO Theme 1: Family Influence O a strong predictor of self perceived leadership skills in African American malesO Theme 2: Leaders are born or made O life experiences created leadersO Theme 3: Rites of passage programs O needed for African American malesO Theme 4: Integration O gave African American males an opportunity to compete on a equal playing field, however the implementation of the process was a disasterO Theme 5: Emotional Aptitude O the public school system does not foster emotional aptitude in the African American male.O Themes 6: Culture versus History O Culture cannot exists without history. 12
    13. 13. Thematic Findings cont.O Subthemes O Rites of passage or mentoring programs O Administered by the NYC Department of Education O Administered by the community and concerned parents O Implementation of integration was flawed O Culture is not related to history 13
    14. 14. Recommendations for the NYC Department of EducationO Integration of a Multicultural Curriculum O Development of positive cultural identities O Dispel stereotypes O Teacher re-education in culture and learning styles of Black males O Partnership with community and other initiatives on promoting the Black male 14
    15. 15. Recommendations for the African American CommunityO Stronger Black Community Networks O Rites of passage programs O Mentoring O After school programs direct toward the learning style and coping mechanism of the Black male O Collective leadership and responsibility 15
    16. 16. Future Scholarly ResearchO Narrowing down the population to a specific school in New York CityO Comparing an all Black male school to a predominately Black public high school in the New York City Department of EducationO Parental views on education of their Black male children 16
    17. 17. O Clemson University – Call Me MISTER O Morehouse College O http://www.clemson.edu/hehd/departments/educ (produce outstanding leaders- renaissance men) ation/research-service/callmemister/ O http://www.morehouse.eduO Schott Foundation O Andrew Young Center for O http://blackboysreport.org/ International AffairsO CUNY-BMI O Bonner Offices of Community Service O http://www.cuny.edu/academics/initiatives/bmi. html O Brisbane InstituteO CAAMRSL (Center for African O Center for Teacher Preparation & American Male Research Success Instructional Improvement and Leadership) O Morehouse College Entrepreneurship O http://www.centerforafricanamericanmales. Center org/ O Leadership Center at MorehouseO Tied To Greatness College O http://www.tiedtogreatness.org/ O Morehouse Research InstituteO Congressional Black Caucus O Public Health Sciences Institute O SAAM-The State of the African O The Ray Charles Performing Arts American Male Center O http://thecongressionalblackcaucus.com/i ssues/cbc-taskforces/education-and- labor/
    18. 18. Questions and AnswersClosing Comments – Dr. Follins Thanks to committee 18