This document provides information about an event hosted by the American Association of Blacks in Higher Education and details about an honorable mention recipient, Jerry Wallace. It then summarizes Wallace's dissertation from Lamar University titled "A PHENOMENOLOGICIAL NARRATIVE STUDY OF AFRICAN AMERICAN MALE COMMUNITY COLLEGE INSTRUCTORS." The dissertation explored the habits and influences of African American male community college instructors through interviews with 5 participants. Key findings included a need for more support of African American male instructors and a reflection of student populations on campus. Recommendations focused on improving recruitment, training and retention of qualified African American male instructors.

2. American Association of Blacks in Higher Education
Event Information
Name of Event
2015 AABHE Doctoral Student Grant-National Conference
Charleston, SC
April 9-11, 2015
Mailing Address American Association of Blacks in Higher Education
8311 Brier Creek Pkwy
Suite 105190
Raleigh, North Carolina 27617
Contact
(AABHE VP for Research)
Dr. Fred A. Bonner II, Samuel DeWitt Proctor Chair in Education
Rutgers University (aabhebootcamp@blacksinhighered.org)
Honorable Mention Recipient
Name
Jerry Wallace
http://www.blacksinhighered.org/?page=2015HonorableMenti
https://blacksinhighered.site-ym.com/
Institution of
Study *
Lamar University
Institution of
Employment
San Jacinto College-District
Major/Program *Doctorate of Education in Leadership (Ed.D) –Lamar University
Completion
Date *
May 17, 2014
Research
Interest/Topic *
A PHENOMENOLOGICIAL NARRATIVE STUDY OF AFRICAN
AMERICAN MALE COMMUNITY COLLEGE INSTRUCTORS
Dissertation
Chair or
Advisor *
Dr. Oney Fitzpatrick, Advisor-Associate Provost of Retention
Dr. Jason Mixon, Advisor-Director of Doctoral Studies in Educational
Leadership
Dr. Jennifer Butcher, Committee Chair, Professor of Educational Leadership

3. Lamar University Graduate Programs Spotlight
http://luonline.lamar.edu/graduate/index.html
Lamar University offers several graduate degree and certification preparation programs through LU
Online; these programs offer the opportunity to earn an advanced degree while fulfilling professional and
personal obligations. The variety of degree programs allows prospective students to choose a course of
study that best fits their educational goals. The inclusion of multiple start dates throughout the year allows
students to take courses at their convenience. Chat live in email with a LU online graduate advisor 8-5
p.m., M-F
(above) Jerry Wallace with Lamar University President Dr. Kenneth Evans
"I have graduated from Lamar University three times and each time was a monumental step for my family
and myself. I have earned a Bachelor of Fine Arts in Graphic Design, a Master of Education in
Supervision and a Doctorate of Education in Leadership. These milestones helped me progress both
academically and professionally at each stage. The online program was a blessing to me because of my
hectic work schedule and the flexibility provided by the department leadership. My graduate instructors
became mentors, some I had even worked for previously as a former staff member at Lamar. Now that I
have relocated I can cherish the dedication and efforts they had instilled in me to continue my education. I
continue to support Lamar University in its growth by participating in student organizations, visiting
during Homecoming and using my skills in research to support student success. I am a proud alum and I
thank the various individuals that have supported me along the way. Lamar University is a great
institution, has a great online graduate program and will always have a great place in my heart. Go Big
Red!"
- Jerry Wallace, Ed.D.

4. Leadership and Mentoring Institute Graduating Class of 2014
Including San Jacinto College representatives---
Dr. Jerry Wallace, Educational Planner/Adjunct Faculty-North,
Dr. Alexander Okwonna, Dean of Allied Health and Sciences-South, at Miles College in Birmingham, Alabama
(below) Dr. Jerry Wallace being
presented graduation certificate
from AABHE LMI Leaders
Dr. Joseph H. Silver, Sr., was the former Provost and Vice President
for Academic Affairs at Clark Atlanta University (CAU). Dr. Silver
received a special citation from the Governor of Georgia for service to
the state. He was awarded the Community Service Award by Zion
Baptist Church and selected “Father of the Year” by St. Anthony’s
Church. Prior to his appointment with CAU, he held several leadership
positions including Vice President of the Commission on Colleges of
the Southern Association of Colleges and Schools (SACS), Vice
President for Academic Affairs and Professor of Political Science at
Savannah State University (SSU), Assistant Vice Chancellor for
Academic Affairs at the University System of Georgia, and Director of
Minority Affairs at Kennesaw State University (KSU) He also served
on the faculty at KSU where he was cited as a Distinguished Teacher
and was honored for his distinguished service.
Dr. Barbara J. Johnson, Vice President for Accreditation Relations at the National Higher Learning Commission, has
extensive experience in higher education as both an administrator and faculty member. Prior to joining the
Commission in 2013, she served as a Senior Vice President at Meharry Medical College and Professor and Chair of
the Department of Counseling, Adult and Higher Education at Northern Illinois University. Dr. Johnson has held
faculty positions at the University of New Orleans, Jackson State University, Volunteer State Community College,
and Peabody College Vanderbilt University. Her publications address the recruitment, development, retention and
experiences of students and faculty in a variety of post-secondary institutions.
https://www.ncahlc.org/About-the-Commission/staff-liaisons.html

5. A PHENOMENOLOGICIAL NARRATIVE STUDY OF AFRICAN AMERICAN MALE
COMMUNITY COLLEGE INSTRUCTORS
A Dissertation
Presented to
The Faculty of the College of Graduate Studies
Lamar University
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education in Educational Leadership
by
Jerry L. Wallace
May 2014

6. Problem/Purpose
The purpose of this phenomenological narrative study was to explore the habits, characteristics and
expressions of African American male community college instructors and understand their influence on students,
colleagues and the surrounding community. This research was conducted by Jerry Wallace at the campus of San
Jacinto College-North in Houston, TX in an urban area that consisted of three school districts. This research study
presented information based on the lived experiences of African American male community college instructors in
order to gain a better understanding of how they relate to students, interact with other faculty and staff, and deal with
personal challenges. Although researchers have concentrated studies on the cultural diversity of the classroom
environment in evaluating the impact of teacher immediacy on student learning, there has been insufficient data
about the influence of teacher immediacy in an African American male instructor’s classroom and community
colleges are becoming a greater source of academic and career development (Gendrin & Rucker, 2004, Chang,
2005). However, as more African American and Latino-Hispanic Americans are enrolling at community colleges
each year, the faculty population may not accurately represent this change (Chang, 2005). This is an indicator for
colleges that faculty development for cultural awareness and diversity inclusion are important methods that can
support the interaction between students and instructors (Chang, 2005).
Research Questions and/or Hypotheses
The overarching question for this study was the following:
What were the important and determining influential and societal factors that influenced African American males to
become instructors as it relates to cultural influences, financial stability, and academic development? The following
research questions guided this study:
1. What educational affiliations or other programs are African American male community college instructors
participating in outside of the classroom environment?
2. What were the perceptions of African American male community college instructors regarding the
educational environment during their time asstudents?
3. How have the perceptions of African American male community college instructors changed during their
role as an instructor?
4. What are the perceptions of African American male community college instructors regarding the
educational environment of the future?

7. 5. Do African American male community college instructors recognize any barriers that may inhibit their
progress in the educational environment?
Methods
Five community college instructors were selected by the researcher to serve as participants in this study.
The instructors selected were African American males that teach at least one course on campus. A few participants
did serve in other capacities within the college; however their direct employment status was in facilitating
instruction. The African American male instructors in this study each serve in a different department and their ages
range from mid-to-late 30’s to early 60’s. The participants selected were open to express ideas in regard to their
lived experiences. Purposeful sampling by the researcher was used to select and contact the participants based on
previous relationships established with the African American male instructors. Brown (2009) previously conducted
a study on African American male instructors and how they interact with African American male students using a
pedagogical approach in studying emotions, feedback and a unique understanding needed to inspire these students in
elementary and secondary schools. This study presented similar ideas, but focused on African American male
community college instructors’ daily experiences within the community college environment.
Results
The data presented in this research study including the literature review and the participants’ responses
indicates a greater awareness to better understand how to engage African American male instructors. McClure
(2007) stated that African American male instructors are lacking in community colleges, so the support or the
cultural connection for young males could be almost non-existent. Cultural barriers are a major concern as well as a
poor academic standard in a lack of dedication in completing degrees. Chang (2005) research suggests that students
in the study felt difficulty in connecting with predominantly White faculty members. The findings in this study
suggest areas that can be implemented within in any institution as a recruitment tool to hire, train, employ and retain
qualified and productive black male teachers. Due to the increased enrollment of students from various ethnic
backgrounds, it is important to make sure that the campus reflects the student population not just by affirmation
action, but hiring the best candidate should be the major priority. Recruitment tactics and marketing venues should
be explored in order to provide for active engagement of African American male instructors.
Based on the findings, it can be concluded that African American male community college instructors
understand what barriers are still present and how it will affect the next generation of students. The participants

8. noted that they still feel that although they have attained an upper level degree and are maintaining active
participation in various other capacities, they still recognize that their concerns are not being reviewed. Brown
(2009) addressed a similar concern in regard to the quality of education that black teachers had when they taught
students because of their beliefs, their values and their ability to relate to conflicts of society. The third and final
stage of Phinney’s Model is Identity Achievement where the individual develops a healthy bicultural identity and
resolves identify conflicts in coming to terms with ethnic racial concerns (Evans et al., 1998). These areas allowed
for the participants in the study to be able to connect with students and thus give them a real world perspective
regarding the importance of education. The research indicated that African American male instructors are eager to
participate in leadership organizations, support students and diversify their skill set in order to become more
effective. In K.A. Griffin’s (2012) research review, she noted that African American faculty are often described as
carrying heavier advising and mentoring loads than their peers (Allen, Epps, Guillory, Suh, & Bonous-Hammarth,
2000; Umbach, 2006; Williams & Williams, 2006).
Conclusions
Due to the increased enrollment of students from various ethnic backgrounds, it is important to make sure
that the campus reflects the student population not just by affirmative action, but hiring the best candidate should be
the overarching priority. Recruitment tactics and marketing venues should be explored in order to provide for active
engagement of African American male instructors. There are several areas that can be explored as it relates to this
population. Other research recommendations include the following:
1. Interview students taught by the instructors along with the administrators that supervise African
American males.
2. Ask various questions as it relates to other areas within the participants’ personal life
3. Use a wider data collection model to gather information from African American males at various campuses
and compare/contrast their experiences.
4. Interview the family members, friends and colleagues of the participants.
5. Research programs state wide that African American males participate in the most.
6. Research what percentage of African American males in the industry currently wouldn’t mind coming
back to teach and why?