Dissertations / Theses: 'African American studies|Criminology|Gender studies'

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Rivers, Tiffany. "Shoot or Be Shot| Urban America and Gun Violence among African American Males." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841331.

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Gun homicides are highly concentrated in African American communities and are widespread in urban neighborhoods. African American males are disproportionately victims and perpetrators of gun violence, have a higher propensity to use and carry weapons, and are more likely to die due to gun violence. Few studies, however, provide a detailed account of the history of gun carrying, the value of gun carrying, and the individual and situational factors that lead to or inhibit the use of guns among young African American males. Based on semi-structured interviews of 11 African American males obtained via snowball sampling, this thesis explains the causes of African American male gun violence, and describes the patterns and decision-making processes around gun carrying and the use of guns (i.e. how gun were introduced, obtained, used or not used, loved, and despised) among African American males in Oakland, California. Based on the sample’s insight, this thesis concludes that strengthening collective efficacy and community-police relationships, providing employment and educational opportunities and resources, implementing mentorship and restorative justice programs, and Crime Prevention Through Experimental Design (CPTED) strategies can reduce gun violence.

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Burns-Ramirez, Angela. "The Influence of Gender and Ethnicity on the Identity and Actions of African American Female Criminal Investigators." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264739.

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In the past four decades, women and African Americans have made great strides in the labor market, breaking the proverbial glass ceiling as well as climbing the corporate ladder. Despite scholarly studies revealing those strides across work domains, the influences of race and gender that continue to exist for African American women in the workplace—particularly when it comes to the law enforcement field—have not been studied extensively. The purpose of this phenomenological study was to explore the influence of ethnicity and gender in African American women who were working as criminal investigators in federal law enforcement through the theoretical lens of identity theory and career decision-making. This study employed a phenomenological approach to capture the rich, thick descriptive summaries of participants’ experiences and convert those findings into emergent themes that accurately described the participants’ interpretation of those events. Moreover, the researcher used a modified version of Seidman’s (2006) three-interview structure for this study. There were six findings in this study. First, perceptions of identity, in terms of race and gender or the combination of the two, did not hinder the participants in succeeding in their role as a criminal investigator. Second, participants experienced a variety of issues and challenges as a result of a combination of race and gender in regards to lack of respect, lack of support, and lack of guidance relevant to completing their duties and responsibilities. Third, five factors influenced participants’ choice of a career as a criminal investigator. Fourth, participants had a difficult time separating their identity as an African American and as a woman. Fifth, many participants perceived that training was a tool that better equipped them for doing the job. Sixth, and lastly, participants made decisions based on following the rules, regulations, and orders that governed the agency. This study contributes to the body of research on African American female criminal investigators (and women as a whole) in federal law enforcement. Furthermore, the findings in this study have given these participants a voice.

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Brooks, Johnny. "The Utility of Restorative Justice in Urban Communities For Afro Americans Males 12-17." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1114.

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Juvenile delinquency continues to be a major social problem in the United States. One of the more salient problems with the juvenile justice system in the United States is its staggering incarceration rate, which poses a significant problem for youth exposed to the juvenile justice system, and the community as a whole. The purpose of this qualitative case study was to understand the perspective of the program facilitators about the effectiveness of the restorative justice program in reducing recidivism for African American males aged 12 to 17 in Baltimore City's urban community. This study relied upon restorative justice theory as conceptualized by Braithwaite as the theoretical framework. Using intrinsic case study design, data were collected from 7 restorative justice facilitators, who participated in face-to-face interviews using semistructured, open-ended questions. Miles and Huberman's qualitative content analysis was used to analyze the data and to record emerging themes and patterns. The key finding of this study indicates that facilitators believe restorative justice results in a reduction of the recidivism rate specifically through the conferencing program when Braithwaite's reintegrative shaming is incorporated into the process. According to the program facilitators, the conferencing program is effective in reducing juvenile recidivism as it promotes transparency and openness to all stakeholders through being very clear and upfront on all levels with the juveniles, parents, and volunteers. As such, there are implications for positive social change by involving all the stakeholders---family, community, policy makers, and juvenile justice practitioners---that may result in reduced incidences of juvenile offending, thereby promoting safer communities.

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McPherson, Marian. "Framing of African-American Women in Mainstream and Black Women's Magazines." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13850741.

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For decades, there has been a concern with the negative framing of black women in the media. Historically, black women are placed into four stereotypical frames: The Mammy, The Jezebel, The Sapphire and The Matriarch. However, in 2008, a new image of black women arose through Michelle Obama. She was well rounded — beautiful, intelligent, insightful, humorous, strong, yet soft all at the same time. This study seeks to understand the changes in the framing of black women since Michelle Obama’s time as First Lady. More specifically, this study focuses on the medium of magazine journalism, which seems to be largely ignored in the realm of media studies. Thirty articles from a mainstream (Glamour) and a black women’s magazine (Essence) were analyzed for the presence of historical frames along with the emergence of new ones. The study employs the qualitative method of textual analysis as a way to determine frames and their meanings through a grounded theory approach. The primary outcomes of this study are a greater understanding of how historical frames still affect how magazines, mainstream and black, frame black women, and the revealing of new frames that depart from those historical representations. Furthermore, this study will be used as a foundation for editors, writers, educators and students alike, to create more authentic and multifaceted stories about black women.

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Moore, Courtney L. "Stress and Oppression| Identifying Possible Protective Factors for African American Men." Thesis, The Chicago School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717844.

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One of the most discriminated groups of people in the United States are African American men who experience daily individual, institutional, and systemic racism. This research study will explore how several factors may influence the impact of the experience of discrimination on African American males who are over the age of 18 years. More specifically, this study will examine how formation of a sense of identity, personal definition of life satisfaction and an individual's adaptability in stressful situations impact the overall sense of well-being among African American males in the United States. There were 5 self-report research measures used in this study. This study?s correlations showed that if African American men experience stress in one area, they would also experience stress in other ways. An individual having a more developed racial identity and a higher sense of coherence will have a higher sense of well-being and overall satisfaction with life. The findings in this study can benefit the African American male community by providing more information to understand how discrimination and internalized oppression adversely impact their overall quality of life.

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Dixon, Dorenda Karen. "Family Continuity and Multiple Incarcerations Among African American Women." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2350.

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Scholars have studied incarceration among women in the United States of America for more than a decade, but few studies have explored the influence of repeated incarcerations among African American women and their family relationships. The research question for this study examined how African American women describe the effects of multiple incarcerations on family trust relationships and their ability to reintegrate into the family system and society. This multiple case study was conducted in Chicago, Illinois, and drew a sample of 4 African American women released from prison with histories of multiple incarcerations. The study explored their perspectives through a series of semistructured, in-depth interviews. Data consisted of narrative interview transcripts and artifacts collected and analyzed using a framework of feminist theory and critical criminology. Findings from the analysis indicated these African American women experienced profound and long-term devastation to relationships with family and friends following periods of multiple incarcerations. Repeated periods of imprisonment negatively altered their perceptions of themselves and reduced their social engagement with others. Results of repeated incarcerations included (a) broken trust with loved ones; (b) resentment, anger, and blame; and (c) permanent damage to social and family networks. This study contributes to social change by increasing understanding of the repercussions and effects of multiple incarcerations on African American women and family continuity, and the study offers insight into guiding program development to help families rebuild and stabilize.

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Williams, Jennifer. "The Audacity to Imagine Alternative Futures: An Afrofuturist Analysis of Sojourner Truth and Janelle Monae's Performances of Black Womanhood as Instruments of Liberation." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/390887.

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African American Studies Ph.D. I examine Sojourner Truth and Janelle Monáe’s identity performances to identify some strategies and tactics Black women use to transgress externally defined myths of Black womanhood. I propose that both of these women use their identity as a liberation technology - a spiritual, emotional, physical, and/or intellectual tool constructed and/or wielded by Africana agents. They wield their identity, like an instrument, and use it to emancipate Africana people from the physical and metaphoric chains that restrict them from reproducing their cultural imperatives. I argue that both Truth and Monáe consciously fashion complex narratives of revolutionary Black womanhood as a way to disseminate their identities in ways that “destroy the societal expectations” of Black womanhood and empowers women to reclaim their ability to imagine self-defined Black womanhoods. I analyze the performance texts of Truth and Monáe using Afrofuturism, a theoretical perspective concerned with Africana agents’ speculation of their futures and the functionality of Africana agents’ technologies. Its foundational assumption is the pantechnological perspective, a theory that assumes “everything can be interpreted as a type of technology.” When examining Africana agency using an Afrofuturism perspective, the researcher should examine the devices, techniques, and processes – externally or intra-culturally generated – that have the potential to influence Africana social development. Temple University--Theses

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Davaran, Ardavan Darab. "Predicting race-specific drug arrests| The underexplored role of police agencies." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10043087.

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This study builds on research that explains why differences in drug arrest rates exist across space and by race, and sheds light on how these differences are produced. By identifying police organizational arrangements and practices associated with race-specific drug arrest rates, this research highlights the influence law enforcement agencies have on producing drug arrests, and identifies potential mechanisms that help to explain how disproportionate drug arrest rates across space and by race are produced. Using data gathered from the Law Enforcement Management and Administration Statistics: 2000 Sample Survey of Law Enforcement Agencies, the Uniform Crime Reporting Program Data: Arrests by Age, Sex, and Race 1999, 2000, and 2001, and the 2000 decennial Census for city-level demographic information, findings demonstrate that police organizational arrangements and practices influence drug arrest rates. Key findings from this study indicate that (1) the presence of specialized drug unit personnel and the practice of police agencies supplementing their budgets with drug asset forfeitures are significantly associated with higher drug arrest rates. The positive associations are twice as strong on the black population as the white population; (2) indicators of bureaucratic conditions of structural control, structural complexity and officer diversity are associated with drug arrest rates; and, (3) the practice of police agencies supplementing their budget with drug asset forfeitures is not significantly associated with black or white drug trafficking arrest rates, but is significantly and positively associated with black and white drug possession arrest rates. This indicates that drug asset forfeiture programs may not be achieving their originally intended goals of reducing drug crime by attacking the economic viability of the drug trade (i.e., drug trafficking), and provides preliminary evidence that drug asset forfeiture programs incentivize police agencies to target low level drug users, and minority drug users more specifically.

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Weber, John William. "A Literature of Combat: African American Prison Writers of the Vietnam Era." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539626370.

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Smith, Qiana Brandy. "Parental Mentoring| An African American Approach to Raising Daughters with Self-Esteem." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722292.

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There is an ample amount of research that documents the positive effect of self-esteem on a child established through an affirmative parental or mentoring relationship, verses a specific parent-mentoring approach designed with a curriculum to enhance the positive self-esteem of African-American daughters based on the relationship with their maternal parent. The purpose of this qualitative study was to answer the following research questions: what strategies and behaviors are used by parents in African-American families to affect the self-esteem of female children and adolescents and, how can strategies and behaviors exhibited by African-American parental mentors be organized in a teachable format for African-American families? By utilizing a portraiture research design to study specific parental mentoring techniques and behavior exhibited by five female parents in African-American families which are intended to affect the self-esteem of their biological African-American female children and adolescents. The project focused on a unique group of African-American parents who had been recognized by the court system as parental mentors . They had been trained to use specific strategies and behaviors to assist their daughters in developing confidence in their ability to think and to cope with the basic challenges in life: success, happiness, self-worth, self-esteem, and efficacy. Overall, the results of the study showed supporting evidence of the importance of parenting African-American females in a diverse format which would allow the elements of self-love, confidence, and historical pride to aid in the comprehension of effective coping procedures. The emerging strategies that were a commonality among the mothers throughout the entire process were consistency, behavior representation, love, historical teachings, communication, processes, and involvement. The mentoring component demonstrated by the mothers exposed them and their truths in a transparent form to all that were involved in a Rites of Passage process. This exposure allowed daughters to view them from a humanistic perspective without the authoritative title of mother, which also allowed them to relate more based on gender and cultural commonalities.

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Capelli, Amanda M. "The (Un)Balanced Canon| Re-Visioning Feminist Conceptions of Madness and Transgression." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10686919.

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By re-positioning the works of Elaine Showalter, Phyllis Chesler, Sandra Gilbert, and Susan Gubar alongside Alice Dunbar-Nelson, Nella Larsen, and Zora Neale Hurston, reading the literary texts through the feminist theories in order to expand them, this dissertation aims to contribute to an intersectional feminist practice that challenges claims of universality and continues to decolonize the female body and mind. Through an intersectional analysis of narratives written by women of color, applying and re-visioning theories of madness and transgression, this dissertation will present a counter-narrative to the “essential womanness” developed within and sustained by white feminist practices throughout the 1970s. Each chapter pairs white feminist theorists with an author whose work complicates notions of universal female experience: Dunbar-Nelson/ Showalter, Larsen/ Chesler, Hurston/Gilbert and Gubar. These pairings create tension between theories of universality and the realities of difference. The addition of three different narratives, each representing a broader range of intersectional female experience, enriches the heteroglossia surrounding feminist conceptions of mental illness. The result is a poly-vocal conversation that employs a scaffold of intersectional identity politics in order to (re)consider the relationship between the diagnosis and treatment of mental illness and the performativity of gender.

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Mkhize, Gabisile. "African Women| An Examination of Collective Organizing Among Grassroots Women in Post Apartheid South Africa." Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3710319.

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This dissertation examines how poor black South African women in rural areas organize themselves to address their poverty situations and meet their practical needs – those that pertain to their responsibilities as grandmothers, mothers, and community members – and assesses their organizations' effectiveness for meeting women's goals. My research is based on two groups that are members of the South African Rural Women's Movement. They are the Sisonke Women's Club Group (SSWCG) and the Siyabonga Women's Club Group (SBWCG). A majority of these women are illiterate and were de jure or de facto heads of households. Based on interviews and participant observation, I describe and analyze the strategies that these women employ in an attempt to alleviate poverty, better their lives, and assist in the survival of their families, each other, and the most vulnerable members of their community. Their strategies involve organizing in groups to support each other's income-generating activities and to help each other in times of emergency. Their activities include making floor mats, beading, sewing, baking, and providing caregiving for members who are sick and for orphans. I conclude that, although their organizing helps meet practical needs based on their traditional roles as women, it has not contributed to meeting strategic needs – to their empowerment as citizens or as heads of households.

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13

Hart-Johnson, Avon. "Symbolic Imprisonment, Grief, and Coping Theory: African American Women With Incarcerated Mates." ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1183.

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African American men have been incarcerated at unprecedented rates in the United States over the past 30 years. This study explored how African American females experience adverse psychosocial responses to separation from an incarcerated mate. The purpose of this qualitative grounded theory (GT) study was to construct a theory to explain their responses to separation and loss. Given the paucity of literature on this topic, helping professionals may not understand this problem or know how to support these women. Disenfranchised grief and the dual process model of bereavement were used as a theoretical lens for this study. Data were collected using semi-structured interviews conducted with 20 African American women over the age of 18, from the Washington D.C. metropolitan area, and who had incarcerated mates. Systematic data analysis revealed that women in the sample experienced grief similar to losing a loved one through death. They also were found to engage in prolonged states of social isolation, emulating their mate's state of incarceration. As a result of this study, a grounded theory of symbolic imprisonment, grief, and coping (SIG-C) was developed to answer this study's research questions and explain how loss occurs on psychological, social, symbolic, and physical levels. The findings from this study may promote positive social change by informing the human services research community of SIG-C and assisting helping professionals with a basis for context-specific support for affected women to contribute to their well-being during their mate's incarceration.

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14

Brooks, Johnny. "The Utility of Restorative Justice in Urban Communities For Afro Americans Males 12-17." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613461.

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Juvenile delinquency continues to be a major social problem in the United States. One of the more salient problems with the juvenile justice system in the United States is its staggering incarceration rate, which poses a significant problem for youth exposed to the juvenile justice system, and the community as a whole. The purpose of this qualitative case study was to understand the perspective of the program facilitators about the effectiveness of the restorative justice program in reducing recidivism for African American males aged 12 to 17 in Baltimore City's urban community. This study relied upon restorative justice theory as conceptualized by Braithwaite as the theoretical framework. Using intrinsic case study design, data were collected from 7 restorative justice facilitators, who participated in face-to-face interviews using semistructured, open-ended questions. Miles and Huberman's qualitative content analysis was used to analyze the data and to record emerging themes and patterns. The key finding of this study indicates that facilitators believe restorative justice results in a reduction of the recidivism rate specifically through the conferencing program when Braithwaite's reintegrative shaming is incorporated into the process. According to the program facilitators, the conferencing program is effective in reducing juvenile recidivism as it promotes transparency and openness to all stakeholders through being very clear and upfront on all levels with the juveniles, parents, and volunteers. As such, there are implications for positive social change by involving all the stakeholders—family, community, policy makers, and juvenile justice practitioners—that may result in reduced incidences of juvenile offending, thereby promoting safer communities.

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15

Hardin, Floyd H. III. "African American gay male entrepreneurs| A study of enabling and inhibiting factors impacting entrepreneurial success." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139498.

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Minority and Lesbian Gay Bisexual and Transgendered (LGBT) businesspersons are carving out for themselves leadership roles in the world of business as entrepreneurs and CEO’s. As they are experiencing much success, and are sought after to help provide unique and necessary perspectives regarding best practices in the areas of inclusion, diversity and strategic planning; they are yet underrepresented in mainstream media and in the business community. This qualitative study explores the enabling and inhibiting factors that select African American Gay Male Entrepreneurs (AAGME) experience throughout their career and ascent into entrepreneurship. The qualitative research includes interviews from ten African American Gay Males, who live in the metropolitan Atlanta, Georgia area and have owned/operated their organizations for three or more years. The accounts obtained of the AAGME are the primary data reviewed and reported. Qualitative research methods are used to analyze the data, and the findings are presented in narrative format. The findings are consistent with the literature review and examined elements of enabling and inhibiting factors experienced by other LGBT professionals. The findings suggest that African American gay men considering starting their own organizations may benefit from utilizing a collaborative leadership approach, inclusive decision-making practices, personal and professional flexibility, and expressing humility and authenticity. AAGME aspiring to begin their own enterprises may also benefit from mentorship from an established LGBT businessperson and/or living in, or establishing their company in a geography that is supportive of LGBT persons and conducive to holistic identity expression.

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Veloz, Olivia N. "Factors that support successful African American male student-athletes at a community college." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663038.

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The purpose of this study was to gain a rich understanding of successful African American male student-athletes' perspectives on factors that supported their academic success in California community colleges. Using phenomenological methods, 13 African American male student-athletes from a large suburban single-campus community college were interviewed. Twelve of the 13 student-athletes participated in intercollegiate football, and one played basketball. The interview sample was comprised of students with ages spanning from 19 to 23 and grade point averages varying from 2.12 to 3.57, with most of the students above a 2.5 grade point average. The results of this study provide a unique look into the lives of African American male student-athletes as they describe their individual journeys that have led to their academic success. The young men discussed the effects of family, finances, relationship negotiation, academic resources, academic integration, and racial issues that served as a support to their success rather than as a barrier. This study raises awareness of the struggles Black student-athletes encounter in college and their resiliency in overcoming challenges by utilizing the barriers they face as motivation to succeed in both their athletic and academic endeavors. Additionally, this study provides insights that administrators, program developers, and educational leaders can use to ensure inclusiveness and to enhance programs and academic pathways that intentionally support first-generation, underrepresented, underserved students.

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Howard, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.

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The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had been described as experiencing an ‘achievement gap’. However at Singley, African-American males were succeeding. The researcher explored how this high school was effective in preparing its African American male students for academic success through interviews of individual students who demonstrated the ability to succeed in the academic arena under challenging personal and cultural circumstances. The results of the study highlighted the importance of collaborative learning in self-efficacy and illustrated the power of student ‘buy in’, when the students could directly relate their academic work to tangible career goals. Increasing, the relevancy of academics and preparing students for life beyond high school afforded clear-cut goals and added value to education, increasing student motivation and student academic success. One of the most surprising insights from this research, for the researcher, had nothing to do with academics, though its positive connection to success was clear. The insight was the gratitude that students vocalized for being accepted as a part of a professional institution and learning the tenets of professionalism, which allowed them to view themselves in a more positive way.

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Alshammari, Aiyad Aswed. "The Role of Socioeconomic Status, Strain, Parental, and Peer Influence on Delinquency among African-American Youth." Thesis, Howard University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10688098.

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The purpose of this study is to examine the relationship between socioeconomic status (SES) and delinquent behavior among African American youth. First, this study explores whether SES influences parental monitoring, parent-child attachment, deviant peer associations, and strain among African American adolescents from varying socioeconomic status backgrounds. Next an assessment was conducted to decipher whether theoretical construct variables from foundational criminological theories rooted in social control, strain, and social learning are valid predictors of delinquency among African American adolescents from varying SES backgrounds. Finally, a statistical framework was created to test whether parenting, deviant peers, or strain moderates the relationship between SES and delinquency. This study uses simple linear and a hierarchical linear regression to examine the relationship between SES and delinquency while taking into account potential interactive effects of parenting practices, deviant peer associations, and strain experienced by African American adolescents. The results from this study reveal that no direct, statistically significant relationship exists between SES and delinquency for African American adolescents. However, SES plays an important role in influencing parental monitoring, parent-child attachment, deviant peer association, and strain variables. In addition, some of the theoretical construct variables from social control, social learning, and strain theories are strong predictors of delinquent behavior among African American adolescents from varying SES backgrounds. These results offer partial support for social control, strain, and social learning theories.

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Mendoza-Williams, Jaime. "Road to success| The experiences of academically successful graduation-bound African American males." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10001591.

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From slavery to modern times, African American males have faced a wide range of obstacles growing up in America. This study used resiliency and self-determination theories as the lenses to understand the experiences of 21 academically successful African American males. Their stories were examined to better understand their experiences. Interview data were analyzed to extract subject matter from each interview to develop codes and themes within the participants’ experiences. Demographic questionnaires are used to enhance and supplement the individual experiences of each participant. This qualitative study highlighted the fundamental reasons why a small group of African American male high school juniors and seniors in the selected high school have succeeded academically. Through interviews, and field notes, I uncovered factors related to home and school environmental factors, academic and surrounding community factors, factors of self-motivation from participants, and the role of sports and extracurricular activities, which contributed to the success of these African American males. The qualitative methods used in the study gave voice to the students and made their individual experiences clear. The findings indicated that parent and teachers’ high expectations and positive relationships, loyal peers who also served as accountability partners and a strong relationship with their parents; especially their mothers contributed to their academic success. An in-depth examination of the study findings could lead school personnel to actively participate in critical conversations about issues related to African American male achievement. The context centering on the mutual themes present in the lives of the 21 participants of this study may lead to significant school-based, school district, local and national school reform and increased achievement for all students; particularly African American males.

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Fosten, Gerald Keith. "Social Inequality, Criminal Justice, and Race in Tennessee, 1960-2014." Thesis, Howard University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10191162.

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This study examines the national criminal justice system’s and the state of Tennessee criminal justice system’s policies in terms of how they influence citizens’ need for prisons with the private sector's desire for profits and their effects on the incarceration rate of African American males in the state of Tennessee. There is an important, often neglected correlation among prison sentencing, felony disenfranchisement, voting and the continuing problematic issues of race in America, particularly in Tennessee. Tennessee serves as a representative case study for which to examine local, state, and national criminal justice system, disparate outcomes and social inequality. The research therefore investigates ethically questionable public-private business relationships and arrangements that contribute to socially-constructed economic policy instruments used to fulfill Conservatives and Whites supremacists’ objectives for White domination in the State. Through mass incarceration and felony disenfranchisement, African Americans—in particular, African American males, have been discriminated against and systematically excluded from political participation, employment, housing, education and other social programs. This dissertation utilizes the Racial Contract Theory and Racial Group Threat Theory (Racial Threat Theory or Group Threat Theory) to investigate the issue. The Racial Contract Theory suggests that racism itself is an intentionally devised institutionalized political arrangement, of official and unofficial rule, of official and unofficial policy, socioeconomic benefit, and norms for the preferential distribution of material wealth and opportunities. The Racial Group Threat Theory suggests that growth in the comparative size of a subordinate group increases that group’s capacity to use democratic political and economic institutions for its benefit at the expense of the dominant group. This dissertation therefore first hypothesizes that race, mass incarceration and felony disenfranchisement are employed to influence election outcomes in Tennessee. The second hypothesis that profit-seeking motive or other forms of economic incentives contribute to racist policy in the criminal justice system of Tennessee. The secondary data for this study were collected from books, scholarly articles, and online sources using the document analysis technique. The primary data were collected using national, state, local government reports and expert testimonials already conducted.

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Hart-Johnson, Avon. "Symbolic Imprisonment, Grief, and Coping Theory| African American Women With Incarcerated Mates." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670212.

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African American men have been incarcerated at unprecedented rates in the United States over the past 30 years. This study explored how African American females experience adverse psychosocial responses to separation from an incarcerated mate. The purpose of this qualitative grounded theory (GT) study was to construct a theory to explain their responses to separation and loss. Given the paucity of literature on this topic, helping professionals may not understand this problem or know how to support these women. Disenfranchised grief and the dual process model of bereavement were used as a theoretical lens for this study. Data were collected using semi-structured interviews conducted with 20 African American women over the age of 18, from the Washington D.C. metropolitan area, and who had incarcerated mates. Systematic data analysis revealed that women in the sample experienced grief similar to losing a loved one through death. They also were found to engage in prolonged states of social isolation, emulating their mate's state of incarceration. As a result of this study, a grounded theory of symbolic imprisonment, grief, and coping (SIG-C) was developed to answer this study's research questions and explain how loss occurs on psychological, social, symbolic, and physical levels. The findings from this study may promote positive social change by informing the human services research community of SIG-C and assisting helping professionals with a basis for context-specific support for affected women to contribute to their well-being during their mate's incarceration.

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22

Shevlin, Casey G. "A System with Parts and Players: The American Lynch Mob in John Steinbeck's Labor Trilogy." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1366811963.

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23

Colbert, John L. "Examining the Phenomenon of Dropping Out of High School Through the Perspectives and Experiences of the African American Male." Thesis, University of Arkansas, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278938.

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We expect all students to achieve and succeed in school, yet current data shows that 23.6% of African American students in Arkansas drop out of school (Bailey & Dziko, 2008). The African American male high school dropouts are much higher than the number of male dropouts from other ethnic groups. As the researcher reviewed the current data about African American dropouts, it was the impetus behind this study. Although many have discussed and written about African American male dropouts in educational forums, essays, short stories, dissertations, and even movies, few have captured the experiences of the African American males in qualitative research, allowing them to have a voice. The study focused on the African American males’ perspectives and their educational experiences during high school and how these experiences influenced their decisions to drop out of high school. The purpose of this phenomenological study was to examine the reasons why African American males decided to drop out of high school. The researcher engaged subjects in an in depth assessment of the issues that influenced their decisions to leave high school. The researcher felt that, in order to glean a true picture of the facts as it relates to the African American dropouts, it was imperative to relate the issues to those who were affected. As we examine this dilemma, it is very important that educators understand how African American students might respond or not respond in the learning environment.

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Smith, Lindsey Marie. "The Politics of Social Intimacy| Regulating Gendered and Racial Violence." Thesis, The University of Alabama, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784120.

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This project explores the constructions of gender, intimacy, and race and the ways these issues are informed by history and the law. The idea of consent, while originally described in texts as a legal concept between citizens, transformed into a way to navigate intimate relationships in the private sphere. This muddied the ways women and men were understood to form relationships and the limits of those relationships. In the same ways that gender was arbitrated through legal language, race is often ensnared in the same processes and institutions. Tolerance has been offered as one approach, but instead of mitigating this violence, it has more firmly entrenched it into the democratic process. Hannah Arendt’s description of the social frames an understanding of intimacy and narratives. Arendt’s work critically creates a space for the category of the social, something found around but outside of the public and private. Instead of working to make the private seen as a sphere for political action, I will focus on the potential of the social as a method of political action. While Arendt has obvious racial bias, I will use her own response to anti-semitism to develop a different approach to Black politics that allow for identity-based responses. Lauren Berlant’s Intimate Publics addresses the potential for coalition building in the social. Using the sorority system as a way of teasing out notions of femininity, discipline, sexual violence, and intimacy, I will describe the ways that a woman subject is produced and how this then works to shape our notions of race. Women’s identities, particularly white women, are constructed through an association with race and sexuality, by unpacking this development, its possible to see how this is socially and institutionally enforced. Part of this enforcement will focus on the narratives of sexual violence. Rape is an issue that not only confronts legal questions, but also the nature of a woman’s ability to participate in democracy. Tying this together will be the importance of political theory. This serves to define the contemporary issues, solutions that have been offered and new potential approaches to intimate violence.

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Taylor, Michelle Flowers. "Sacred Spaces| A Narrative Analysis of the Influences of Language and Literacy Experiences on the Self-Hood and Identity of High-Achieving African American Female College Freshmen." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722850.

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Late-adolescent African American students face unique difficulties on their journey to womanhood. As members of a double minority (i.e., African American and female) (Jean & Feagin, 1998), certain limiting stereotypes relevant to both race and gender pose challenges to these students. They must overcome these challenges in order to excel within the various and changing environments they move through on a daily basis (hooks, 1981, 1994). Within the context of social justice, this dissertation provides insight into the role that language and literacy practices play to help enable the positive and affirming development of self-hood of African American college freshmen. This research is qualitative and employs critical narrative inquiry to analyze data collected from six academically high-achieving African American female freshmen college students attending Ivy League, Historically Black Colleges, and private and state universities in the United States.

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Chroninger, Betty J. "From strange fruit to fruitful kitchens the space of the kitchen in Toni Morrison's novels /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001028.

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Fulkerson, Dikuua Kelly Jo. "[Un]informed Consent: Eugenics, Forced Sterilization and Medical Violence in the Jim Crow United States and Apartheid Southern Africa." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1560981650973904.

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Mason, Andrea Little. "Non-conventional gender roles in relationship education curricula for African Americans| A content analysis." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3691443.

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Empirical evidence shows that successful marriages among African Americans are often more egalitarian than hierarchical; however, there was no known research that explored how curricula developers depict non-conventional gender roles in relationship education designed for African Americans. This content analysis involved exploration of nonconventional gender roles in three relationship education curricula developed for African Americans. Analyses included both the manifest (explicit) and latent (implicit) messages of the curricula to determine whether portrayals of gender roles were conventional or non-conventional. The PIES (Political/Intercultural/Economic/Social) model of marital dimensions allowed analysis of marital gender roles using an organizational analysis model that included the political (power structures and decision-making), intercultural (values and beliefs about manhood and womanhood), economic (employment and education of the couple), and social (domestic roles and responsibilities) dimensions of marriage. Results of the study revealed that the intercultural dimension tended toward conventional characteristics, even when the political, economic, and social dimensions were non-conventional. The results suggested that curricula developers design curricula based on conventional contexts of marriage that do not include African Americans’ historical context of marital gender roles in the United States. Two of the curricula described titular type leadership that combines aspects of conventional and nonconventional gender roles in the PIES model and is most effective when husbands practice servant leadership. Explicit instruction about gender roles through the PIES model was a suggestion to help resolve the cognitive dissonance created by conflicting ontological perspectives, especially in Biblical contexts.

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Cook, Rachel E. "You're Wearing the Orange Shorts? African American Hooters Girls and the All American Girl Next Door." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/wsi_theses/21.

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Hooters restaurants are typically staffed by Caucasian women that resemble the company’s idea of an “All American Girl, Surfer Girl, Girl Next Door” image, promoted in employee training materials. However, my experience working for this company has been in a predominantly African American-staffed Hooters, atypical for the corporation. Through a mixed methods approach encompassing content analysis, participant observation, autoethnography, and interviews, this research seeks to understand the ideal Hooters Girl image promoted by the corporation, and the performance of that ideal in an atypical Hooters location.

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Haynes, Christina S. "TIGHTROPE WALKERS: NARRATIVES OF ACADEMICALLY SUCCESSFUL AFRICAN AMERICAN WOMEN ATTENDING PREDOMINATELY WHITE INSTITUTIONS." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366996649.

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Irby, Coretta Andrea. ""Now You Know What You're Reaching For?On the Up and Up"| An Interpretative Phenomenological Analysis of Scholar Identity Development Among Black Male Achievers." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3700277.

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Common discourse concerning the educational trajectories of African American males consists of dismal future outcomes due to defective schooling experiences in kindergarten through twelfth grades. There has been a disregard of counter narratives of high academic achievement and overall school success coupled with a highlighting of failure through deficit-based research practices. Consequently, African American males are positioned as delayed or troubled, which serves to perpetuate educational inequity. This study attempts to increase the scarcity of literature by giving voice to the experiences of high achievement among African American adolescent males attending a school designed to support the achievement of impoverished youth of color. Interpretative phenomenological analysis was used to investigate the lifeworlds of nine African American males in seventh and eighth grade at a private, college preparatory middle school in southwestern Florida. Individual, semi-structured interviews were conducted regarding their experiences of academic success. The results indicate that these young men developed positive scholar identities through a process that included the cultivation of academic achievement, sacrificing to succeed, trailblazing, striving for the good life, and planning for success while simultaneously rejecting deficit-based and peril portrayals of Black males. Practical implications for school psychologists, educators, and parents are discussed.

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Byrne, Cara. "Illustrating the Smallest Black Bodies: The Creation of Childhood in African American Children’s Literature, 1836 – 2015." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1458747705.

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Mkhize, Gabisile Promise. "African Women: An Examination of Collective Organizing Among Grassroots Women in Post Apartheid South Africa." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357308299.

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Starnes, Martinique. "Dreams Deferred| A Critical Narrative Analysis of African American Males in Pursuit of Higher Education." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722558.

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Many studies have been conducted on the achievement gap between Caucasian and minority students (Bankston & Caldas, 1998; Brown & Donnor, 2011; Howard, 2008; O’Conner, Lewis, & Mueller, 2007; Osborne, 1999), as this gap has been a persistent problem for decades. However, despite more students of color gaining access to institutions of higher education, there is still a severe gap in college graduation rates (National Center for Education Statistics [NCES], 2011), with African American males being the least likely group to be found on college campuses (Dunn, 2012), and thus, possessing the lowest college graduation rate. St. Peter Claver Academy (pseudonym) is a Catholic, male high school located in an inner city, low-income community in the western United States. The demographic composition of the school is 65% Latino and 35% African American. Despite the fact that 100% of seniors are accepted into a college or university, the graduates of St. Peter Claver Academy have very poor college graduation rates. This qualitative study investigated the narratives of seven African-American graduates of the school in order to understand their college experiences, looking closely at attrition, retention, resilience, and persistence. Through the lens of critical bicultural theory, the voices of these former students are central to this study in an effort to seek common threads about their experiences, which can provide educators useful insight on how to improve the college graduation rate for this underrepresented student population group.

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McGee, Marquis Cornelius. "From Roots to Star Trek| A Case Study on Successful Persistence of African American Male Engineering Majors." Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837215.

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The United States is competing on a global level for jobs in the STEM fields but retention and graduation rates in the engineering disciplines are lower than desired. African American males make up 5 % of the population of American colleges and universities (Strayhorn, 2010) and many of those pursuing an engineering degree often are not academically prepared for a career in engineering. There are African American males who have successfully persisted in engineering; however, limited research is provided about the success of these African American males and their experiences in engineering programs. The purpose of this study was to understand factors that impact successful persistence of African American male engineering majors at a predominantly White institution. Critical Race Theory was used as a framework to gain a broader scope of the underlying themes interwoven into the fabric of American society and a better understanding of the perceptions about African American male engineering majors. A qualitative case study was conducted to understand real-world phenomena through the experiences of successful African American male engineering majors. Using constant comparative analysis technique, two major themes were identified: Overcoming challenges and social identity. Early academic experiences, developing a positive identity, and a connection to others experiencing similar challenges were found to contribute to successful persistence.

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Materre, Denise Wingate. "The Journey of Black Women Becoming Firsts and Thriving in Positions of Leadership and Authority." Thesis, University of Colorado at Denver, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838066.

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This study examines the conditions contributing to Black women becoming firsts and thriving in positions of leadership and authority. This qualitative phenomenological study explores the lived experiences of six Black women leaders, representative of different fields and geographies across the United States. In 2018, there remains a conspicuous absence of Black women in top leadership positions. The availability of models and mentors to inspire young Black girls and women to achieve key positions of authority remains a challenge. The literature of Black women that concentrates on the challenges, barriers, and stereotypes as manifestations of racism, sexism and classism diminishes how Black women are viewed. The phenomenological research method provides an opportunity for these leaders to reflect on their journeys, and to use their own voices to share their stories, their insights and collective wisdom. We learn by virtue of their experiences that the daily struggles of gendered racism never truly end. The conceptual framework for this study addresses self-efficacy, professional development and organizational culture. In spite of their organizational accomplishments, success is a relative condition, one that may be fleeting. Since the challenges have not ceased these leaders have learned to operate in the face of the struggles that persist. For this reason, this study focuses on the phenomenon to thrive, a dynamic state of contributing and influencing change. The findings reveal six emergent themes: 1) strong supportive family, 2) strong sense of self/self-confidence, 3) resilience/ adaptability, 4) the desire to make an impact/help others, 5) collaborative/connector of people, and 6) use their voice. The six themes that work together dynamically for the leaders to thrive, do not provide a roadmap paved with guarantees. At best, they offer us a pathway lined with uncertainty. And yet, given the option to give up or keep going, we can learn from their experiences and look to the illustrations presented here of resilience and resolve, as a model to emulate. This study gleans poignant advice to young Black women embarking on their careers and recommendations to organizational leaders committed to the advancement of Black women as leaders.

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Huff, Krystal. "Critical Mentorship for Black Girls| An Autoethnography of Perseverance, Commitment, and Empowerment." Thesis, Loyola Marymount University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13864882.

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Working class Black girls experience multilayered oppression informed by their triadic social identity that sits at the intersection of race, gender, and class in their lives and more specifically in their schooling experiences (Collins, 1986, 1989; Onyeka-Crawford, Patrick, & Chaudry, 2017). A variety of mentoring practices have been adopted among educators throughout the public-school system to remedy the impact of poor educational opportunities for Black girls. In contrast to the use of traditional mentorship practices that solely focus on the individual, critical mentorship seeks to engage and support the cultural, political, and economic contexts that positively shape the experiences and aspirations of Black girls and young women. To better understand this phenomenon, this deeply insightful autoethnographic study engages the following questions: (a) What were my particular experiences with mentors that prepared me to persevere in education in ways that nourished my commitment and empowerment? (b) What were the particular experiences with my mentors that assisted me in connecting with the Black girls that I have mentored in my work? and (c) What can my experiences as a Black feminist mentor of Black girls contribute to our understanding of critical mentoring? The application of Black feminism, Black girlhood studies, and critical mentoring frameworks found the following major themes to be critical in mentoring Black girls during childhood, adolescence, and the university years: (a) individual identity development, (b) development of individual voice, (c) sisterhood and solidarity, and (d) conscientization and resistance. This dissertation offers key principles in mentoring Black girls, and recommendations for how to shift the larger approach of mentoring to better meet the needs of Black girls in childhood, adolescence, university years, and beyond.

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Coleman, Dana Adams. "The Schooling Experiences of African American Males Attending Predominately White Independent Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691113.

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This dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as a theoretical framework and the factors contributing to schooling experiences, this qualitative research explores the role of student self-perception, teacher expectations, and parent involvement as contributing factors to participants overall schooling experiences. Utilizing counterstorytelling as a means of capturing the rich narratives shared by the participants, data analysis included holistic content coding based on themes that emerged from narrative examination. Findings indicate how parent involvement became the overarching critical component that was most significant in positive schooling experiences for Black males. These findings also support the need to continue to examine the shortage of literature examining the schooling experiences of Black males in predominately White independent schools.

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Glass, Yvonne N. "African American Women, Psychological Well-being, Religiosity, and Stress." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416416324.

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Acosta, Howard Martin Jr. "Enslaved subjectives| Masculinities and possession through the Louisiana Supreme Court case, Humphreys v. Utz ( unreported)." Thesis, Tulane University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571590.

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The aims of this microhistory are to provide a narrative concerning the possession of Southern masculinities and to untangle the hegemonic, convergent, and divergent forms of these identities that played out on the plantation stages. As this essay will show, the plantation stages were the sites where Southern men engaged in their most heated and personal conflicts over what was theirs and why. This thesis brings gendered selves to the forefront of conflict: the Southern men at the top of the plantation system fought to maintain their power through continuous assertions and redefinitions of their hegemonic masculinities. Thus, any man, regardless of his class or his race, could rise to the top of this symbolic status quo—for even just an instant. What ensued was an increasingly unstable hierarchy imposed by the planter standing on top, the black slave chained to the bottom, and other white men fighting or subtly negotiating their way up. Though challenged daily by enslaved black men and women, as well as the white men in their employ, the success of planters' masculinities in possessing what opposed them kept their ideal alive.

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Ryan, Mackenzie Anne. "An Analysis of National Football League Fandom and Its Promotion of Conservative Cultural Ideals About Race, Religion, and Gender." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1343359916.

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Taylor, Timothy L. "Academic success of at-risk African American male students who receive culturally relevant teaching, college readiness preparation, and mentorship." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124222.

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This quantitative study analyzed archival data to determine whether a significant difference existed in the reading comprehension scores and student success (enrollment in honors and or advanced placement classes and college after graduation) of at-risk African American male students who received Advancement via Individual Determination/African American Male Initiative (AVID/AAMI) learning modalities and those who did not. The sample consisted of 134 at-risk African American male students from a California school district. A descriptive comparative research design provided effectiveness in gathering and analyzing data to find the differences between the two groups. The results of an ANCOVA test and chi-square goodness-of-fit tests indicated no significant difference (F = .054, P = .817) between the mean gain reading comprehension scores of 11th grade at-risk African American male students who received AAMI/AVID learning methodologies and those who did not. However, a significant difference did exist (P = .000, chi-square = 24.605) between the two instructional approaches (AAMI/AVID learning methodologies and non-AAMI/AVID learning methodologies), which indicated a high association between AAMI/AVID learning methodologies and enrollment into more rigorous courses such as advanced placement and or honors classes: X2(1) = 7.410a, p (.006) ≤ .05. Although a final research question (Is there a difference in the number of students enrolled in college after graduation of at-risk African American male students who received CRP and those who did not during 2010-2013?) could not be answered due to lack of available data, teachers and or administrators of the AAMI/AVID program in the district recorded that 90% of the at-risk African American male students who received AAMI/AVID learning methodologies enrolled in college after graduation. Practical implications for this study suggested that professional development (PD) of AAMI/AVID learning methodologies is an essential factor in effective implementation of AAMI/AVID learning methodologies, and these methodologies can yield positive results for at-risk African American male students.

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Ransom, Julia Camille. "VOICES FROM THE EDUCATIONAL FRINGE: AN ETHNOGRAPHIC STUDY EXPLORING EDUCATIONAL EXPERIENCES OF AFRICAN AMERICAN MALES IN AN ALTERNATIVE GED PROGRAM." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/324499.

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Urban Education Ph.D. Black males are more likely than others to attend alternative education programs and schools (McCall, 2003; Howard, 2008). Alternative high schools and programs tend to serve a disproportionate number of male students, students of color, at risk students, and economically disadvantaged students (McNulty & Roseboro, 2009; Watson, 2011). A significant number of Black male students will pursue the GED credential in these programs. This ethnographic study focuses on Black male students who have dropped out of traditional high school prior to attending a GED program in a Northeastern city. This study addresses the following questions: How do Black males' perceptions of caring and educational experiences in an alternative GED program differ from experiences in their former traditional high school? This study uses an intersectionality theoretical framework. As Black males are more likely to attend alternative schools, prioritizing race, gender, and class are essential in this study. Findings indicate that students experience more caring environments in the alternative GED program. The results also indicate that students' experiences in their formal high schools are fraught with disciplinary problems and uncaring environments. Temple University--Theses

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Bell, Janet Dewart. "African American Women Leaders in the Civil Rights Movement: A Narrative Inquiry." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1432029763.

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Harewood, Wayne R. "Addressing the Crisis of African American Males in Community Colleges| The Impact of Leadership & Black Male Initiatives." Thesis, University of Maryland University College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609894.

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The word "crisis" has been used to describe the impact of the current educational system (K-12) upon the lives of African American males. Black males are the group most likely to be negatively stereotyped, the most likely to drop out of K-12, the most likely to be harshly punished, and the most likely to be labeled as a trouble maker. "Social and incarceration problems of young dropouts are quite severe among all gender and race-ethnic groups but are frequently more severe among men and Blacks" (Sum, Khatiwada, Mclaughlin, & Palma 2009, para.16). It is up to community colleges to help remedy this crisis and to educate a host of unprepared Black men. The purpose of this qualitative study is to look at what community college leadership is doing to retain and graduate African American men. The research is primarily focused on the success or failures of Black male initiatives (BMI's) and whether or not they have been proven successful in assisting black males to succeed. Questionnaires were sent to directors of Black male initiatives to complete. In addition, document research on African American male initiatives was reviewed. Finally, the data was analyzed to address the research questions. Researched showed that Black BMI's help to retain and graduate African Americans at higher rates than African American men not in the program. Keywords: crisis, initiatives, leadership, community college retention, Black males.

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Mulholland, Rebekkah Yisrael. "Cullah Mi Gullah, African American Female Artists and the Sea Islands: Exploring Africanisms and Religious Expressions in Creative Works." Wright State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1340413742.

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Byrd, Dechele Marie. "Parental Involvement| The Impact of One-Parent Households on Postsecondary Educational Attainment of African American High School Males." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809521.

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This study explored of the practices and routines of one-parent households and the impact on post-secondary educational attainment of African American males. It adopted a post-positivist approach, using a qualitative phenomenological study design to construct descriptions of the lives of one-parent households whose sons are accepted and planning to enter college in the fall or are currently completing their freshman year. The study used data from 10 1-parent households with African American sons committed to attend a college in the fall semester of 2018. The population sought to address maximum variability in participants’ parenting background, and the routines and practices in that existed in the home and contributed to their sons achieving educational attainment beyond high school. In doing so, the study sought to provide a comprehensive understanding of the characteristics of one-parent households who have provided an environment for their African American sons to seek and obtain post-secondary educational attainment. The study used multiple methods of data collection for a 5-week period. I collected data through a questionnaire and semi-structured interviews. The study may enhance current knowledge of this subject in a variety of ways. It strove to understand specific ways the parent actions influence African American males to attend post-secondary options by identifying the routines and practices of 10 one-parent households who have African American sons who are committed to attend a college or a university in the fall immediately after graduation from high school. It also sought to identify further significant influences of one-parent households’ strategies that guided their sons to seek and attain post-secondary options through continuing their education. Additional inquiry seeks to add to our knowledge the ways one-parent households organize their daily routines and support for African American high school males to seek and attain post-secondary options upon graduation from high school.

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Glasgow, Rodney Maurice Jr. "Readying the Pond| The Experiences of African American Male Leaders in Predominantly White Independent Schools and Their Strategies for Navigating Nonprototypicality." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930094.

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This basic qualitative study addressed one research question: How do African American male leaders in predominantly white K-12 independent schools describe their strategies for navigating social identity? The study utilized the semistructured interview format (Merriam & Tisdell, 2016). The criterion-based sample (Merriam & Tisdell, 2016) included 16 participants who identified as African American men who were in their second year or more of a role that reported directly to a white head of school in a predominantly white K-12 independent school. The study was grounded in the social identity theory of leadership, which “asserts that leadership is a recursive, multi-dimensional process that centers on leaders’ capacities to represent, advance, create, and embed a shared sense of social identity for group members” (Steffens, Haslam, Reicher, Platow, et al., 2014, p. 1002). The research question aimed to understand how nonprototypicality (Hogg, 2001) affects the experience of leadership for African American men in predominantly white work environments and the strategies they use to navigate those experiences. The study also had foundations in Wingfield’s (2007) concept of gendered racism, which acknowledges that the experience of racism is different for African American men and African American women because of the intersection of race and gender. Key findings from the study included identity entrepreneurship (Steffens et al., 2013; Hogg, 2016) and assimilation (Hornsey & Hogg, 2000) as less utilized strategies for African American men leading in predominantly white K-12 independent schools. The key strategy used by the leaders was the cultivation of allies and mentors. The study also found that the leaders exhibited a sense of pride in being nonprototypical leaders as well as having feelings of anger, frustration, and isolation that align with other experiences of African American men in the workplace (Chavez & Wingfield, 2018). Participants discussed the role of direct reports, colleagues, and their own supervisors in helping them navigate nonprototypicality—mainly the need for their colleagues to invest in their own diversity education. Implications of the findings are discussed for the social identity theory of leadership and for the concepts of intersectionality (Collins, 2015) and gendered racism (Wingfield, 2007).

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Gibson, Michael A. Jr. "A Case Study on the Experiences of Black Men Participating in an African-American Male Initiative at a Post-secondary Institution." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976527.

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In the United States, African-American men are dominant in the entertainment industry mainly in sports and music. However, their success in entertainment does not translate to education. Many Black men grow up not having a positive experience in education, thus they do not see its value. However, many see the value in striving after a false sense of masculinity comprised of sex, drugs, money, and crime. This research was conducted to see how effective Black male mentorship through an African-American Male Initiative could be for Black males in a post-secondary institution in providing the positive experience in education that they need. To conduct the study, a questionnaire was provided to the African-American Male Initiative (AAMI) members and an interview was conducted with non-AAMI members and the AAMI Coordinator. The research yielded results showing how the AAMI members’ college experience was enhanced by being a part of the program. Due to the program, the AAMI members valued education, wanted to pursue a graduate degree, pursued a professional career, and became a leader for young Black males. Based on the results and pervious research, one recommendation the researcher provided was that the AAMI program and programs like AAMI promote more Black men working in education as teachers, counselors, principals, or school district administrators. Another recommendation was to promote HBCUs to participants because research showed that Black males have not only support, but a positive Black male role model. A contributor to the success and motivation of Black males at HBCUs was Black male leadership. According to Gasman (2013), 70% of HBCU presidents were Black males (p. 14). It was important for more post-secondary institutions to incorporate mentorship programs like the AAMI because it engaged Black males and brought them into leadership roles.

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Young, Ashley Michelle. "Examining educational motivational factors in men of color community college students at a 2-year community college in Southern California." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10159297.

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The purpose of this study was to investigate which of the 7 motivational factors measured in the Student Motivations for Attending University-Revised (SMAU) survey developed by Phinney, Dennis, and Osorio (2006)—career/personal, humanitarian, prove worth, default, expectation, encouragement, and help family—if any, contribute to African-American male and Latino male community college completion/graduation at a 2-year community college in Southern California and transfer to 4-year universities. This study employed a survey design and the target population included MOC that were enrolled in a community college in Southern California. This study used a quantitative, correlational method to measure men of color (MOC) students’ perceptions of persistence, academic success, and motivational factors related to enrollment and persistence at a community college in Southern California. The participants were selected through non-probability sampling in a non-controlled setting utilizing the target population from a community college in the South Bay area of Southern California. The population of African-American and Latino males is steadily rising, thus increasing the prevalence of these 2 ethnic groups at 2-year community colleges. An extensive literature review demonstrated that both male African- American and Latino community college students are the most prominent groups by ethnicity and gender, yet both groups are the least likely to graduate and transfer to 4-year universities. After reviewing the literature regarding MOC in postsecondary education and considering the findings from this study, the foremost leading motivational factor for male African-American and Latino community college students to enroll and persist in college is their desire and priority to help improve the condition of their family’s financial status. The second highest rated motivational factor for MOC to enroll and persist in community college is based on their career/personal goals and pursuits. The least motivational factor promoting academic success for these 2 male racial/ethnic groups included feeling pressured by friends and feelings that they had no other alternatives.

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Dissertations / Theses on the topic 'African American studies|Criminology|Gender studies'

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