Examining Invisibility, Isolation, and Other Variables as Barriers of African American Men in Predominantly White Institutions of Higher Education: Implications for Future Leadership Opportunities
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| Title: | Examining Invisibility, Isolation, and Other Variables as Barriers of African American Men in Predominantly White Institutions of Higher Education: Implications for Future Leadership Opportunities |
|---|---|
| Language: | English |
| Authors: | David L. Scott |
| Source: | Online Submission. 2023Ed.D. Dissertation, Clark Atlanta University. |
| Peer Reviewed: | N |
| Page Count: | 202 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Predominantly White Institutions, College Administration, Administrators, African Americans, Males, Higher Education, Racism, Stereotypes, Racial Discrimination, Recruitment, Mentors, Social Isolation |
| Geographic Terms: | California, Georgia, South Carolina, Maryland, New Jersey, Utah |
| Abstract: | This study investigated the phenomenon surrounding the absence of African American (Black) males in senior and executive leadership in higher education, especially at predominantly White institutions (PWIs), and the impact of independent variables systemic racism, stereotypical preconceptions, discriminatory practices, recruitment bias, mentor relationships, invisibility, and isolation on access and opportunities for Black men to obtain and sustain in senior and executive leadership in the academy. The study objectives were achieved by highlighting the unique experiences of self-identified (Black) African American men serving at PWIs in California, Georgia, South Carolina, Maryland, New Jersey, and Utah. Participants candidly articulated their lived experiences and reflected on the impact of identified variables on their higher education careers. During interviews, this study's participants articulated the desire to overcome feelings of isolation, exclusion, and the need to "codeswitch," unable to bring their authentic selves into spaces. Participants expressed the need for a cultural community, a "safe place" free of judgment, inequity, biases, and prejudices. As a result of lived experiences, participants articulated a profound impact on their mental, emotional, and psychological well-being, trauma from attempting to fit in hostile spaces, resulting in "Racial Battle Fatigue." Study findings suggest that the investigated variables directly impacted the access, opportunity, and success of African American (Black) males in higher education, especially the participants in this study, and that encumbrances, especially at PWIs, are exacerbated by the fact that they are Black and men. Equity of treatment and opportunities is critical across all academy levels. Creating a place of connection, a "safe space," without judgment, expectation, criticism, or reprisal, is critical for Black male retention, mental, emotional, and psychological well-being, and longevity, especially at PWIs. This study's findings might benefit the academy in future endeavors of new policy development, practices, and strategies to improve Black male leadership presence across the higher education landscape. This study offers the intellectual community unblurred suggestions, recommendations, and a clearer understanding of tools and resources identified as critical to future opportunities, retention, and longevity articulated by Black men in leadership in predominantly White spaces and implications for future Black male higher education leaders. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676302 |
| Database: | ERIC |
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