Download Free Engaging Black Men In College Through Leadership Learning Book in PDF and EPUB Free Download. You can read online Engaging Black Men In College Through Leadership Learning and write the review.

This book encourages leadership educators and practitioners to understand the importance of black male leadership on college campuses in today’s world. As the push to make higher education more culturally relevant and inclusive, the need for these educators to critically engage in their work to create intentional and developmental experiences for their black male leaders is needed now more than ever. The contexts outlined in this book illustrate the need to see Black men's leadership as a critical, dynamic, and ever-evolving component on college campuses that requires intentionality to best develop, serve, and holistically engage Black men in leadership learning. This book is intended to be a practical and scholarly resource to aid in the awareness of Black men in college, Black men's leadership identities and experiences, and the growing need to assist this population's success in college and beyond. Engaging Black Men In College Through Leadership Learning centers on leadership and Black identity as it tackles the intersecting identities of maleness, Blackness, and leadership identity as it encourages educators to consider the importance of the college environment in shaping the next generation of Black men collegiate leaders. In addition, this scholarship provides insight into Black men's leadership experiences in various contexts - including fraternity life, first-year experiences, and student organizations, while capturing the collective experiences of Black men as leadership learners at different types of institutions, including HBCUs, Community Colleges, PWIs and a host of other institution types. This resource is for leadership educators and practitioners to develop Black men as leaders on today’s college campuses, where our global society continues to navigate challenges. This book also situates more nuanced topics such as mental health, trans identity, graduate education, and the experiences of former foster care youth, which provides insight into the experiences of Black men as leaders on college campuses. These contexts illustrate the need to see Black men's leadership as a critical, dynamic, and ever-evolving component on college campuses that requires intentionality to best develop, serve, and holistically engage Black men in leadership learning. We encourage readers of this text to consider how black men’s experiences with leadership are woven into the fabric of your college campus and how you can be an advocate for more critical and sustainable ways to engage Black men in college through leadership learning.
This book introduces readers to process-based understandings of leadership, providing language and tools for engaging in the leadership process for all involved. This practical book was designed for college student leaders and educators or professionals who work with student leaders on college campuses. However, it is also accessible for high school students and graduate students to reflect on their identity, capacity, and efficacy as leaders. Based on their experiences as leadership educators, the authors offer grounding concepts of leadership and examples illustrating the complexity of culturally relevant leadership learning. Identity (who you are), capacity (your ability), and efficacy (what you do) are important for students to explore leadership development. These three concepts are core to this book, filling a gap in college student development literature by defining, illustrating, and questioning how they matter to leadership learning. Framing leadership as a journey, this resource offers key learning opportunities for students to engage with others through a range of contexts. Each chapter is organized with various features, engaging readers to get the most out of this book. Features include “call-in boxes” to prepare for learning and “pause for considerations” to apply to personal experiences. Chapters conclude with personal reflection questions, discussion questions, and activities to take leadership learning further. The features are designed to be accessible for utilization in classes, organizations, community work, groups, and individual reflection opportunities.
This volume dedicated to the engagement of African American males in community colleges furthers the research agenda focused on improving the educational outcomes of African American males. The theme engagement also supports the anti-deficit approach to research on African American males developed by renowned research scholars. The true success of African American males in community colleges rests on how well these institutions engage young men into their institutions. This will require community colleges to examine policies, pedagogical strategies, and institutional practices that alienate African American males and fosters a culture of underachievement. The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.
Calling others in to lead for social justice has never been more important. In a world plagued by multiple and overlapping pandemics and other crises, the cost of leadership failures is constantly rising. Leadership education is responding to these challenges by centering cultural relevance, critical pedagogies, and important issues of identity, capacity, and efficacy in the preparation of emerging learners. Meeting the global demand for social justice requires thoughtful, innovative, and engaged praxes by all leadership educators. Alongside a cadre of diverse authors, we intend to shift the mindset of leadership education toward forward-thinking and holistic solutions, empowering our students to build a fairer and more equitable world for themselves and others. Shifting the Mindset: Socially Just Leadership Education widens and deepens the discourse begun in Changing the Narrative: Socially Just Leadership Education. Our contributors’ ideas occur into two parts: the first examines student social identities otherwise underrepresented in existing leadership education literature. The second portion illuminates key factors of leadership learning contexts frequently under– or unattended in both leadership education and social justice education. Every chapter includes critical considerations and practical guidance for educators striving to meet the leadership demands of an increasingly unjust world. Taken together, these thinking, planning, and acting tools augment the potential of educators who are preparing leaders under uncertain conditions. We envision this book as an essential element of the leadership learning toolkit of socially just leadership ducators at all levels, between contexts, and across varying amounts of education, influence, and experience. You are needed now more than ever before. We, once again, invite you to our ongoing fight for fairness, freedom, and a brighter future for all.
Black Males in Secondary and Postsecondary Education contributes to the existing literature on this population with a focus on teaching, mentoring, advising, and counseling Black boys and men, from preschool to graduate/professional school and beyond into their careers.
Drawing from the work of top researchers in various fields, The Handbook of Research on Black Males explores the nuanced and multifaceted phenomena known as the black male. Simultaneously hyper-visible and invisible, black males around the globe are being investigated now more than ever before; however, many of the well-meaning responses regarding media attention paid to black males are not well informed by research. Additionally, not all black males are the same, and each of them have varying strengths and challenges, making one-size-fits-all perspectives unproductive. This text, which acts as a comprehensive tool that can serve as a resource to articulate and argue for policy change, suggest educational improvements, and advocate judicial reform, fills a large void. The contributors, from multidisciplinary backgrounds, focus on history, research trends, health, education, criminal and social justice, hip-hop, and programs and initiatives. This volume has the potential to influence the field of research on black males as well as improve lives for a population that is often the most celebrated in the media and simultaneously the least socially valued.
Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' "imagined" campus microaggressions, Micere Keels, a professor of comparative human development, set out to provide a detailed account of how racial-ethnic identity structures Black and Latinx students' college transition experiences. Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013 Campus Counterspaces finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow. However, Keels argues, they were asking for access to counterspaces—safe spaces that enable radical growth. They wanted counterspaces where they could go beyond basic conversations about whether racism and discrimination still exist. They wanted time in counterspaces with likeminded others where they could simultaneously validate and challenge stereotypical representations of their marginalized identities and develop new counter narratives of those identities. In this critique of how universities have responded to the challenges these students face, Keels offers a way forward that goes beyond making diversity statements to taking diversity actions.
Moving Towards Action: Centering Anti-Racism in Leadership Learning speaks to communities of people within and surrounding higher education and specifically, leadership educators, partners, researchers, administrators, and student affairs practitioners. The text expands thinking on the concepts of socially and racially just leadership education by unpacking the ways in which individual, structural, and systemic racism can be embedded in curricular, co-curricular, community-based, and unstructured leadership courses and programs. By centering how implicit and explicit racism are woven into leadership education, the text asks leadership educators to critically explore their own anti-racist approaches, reimagine their leadership program outcomes, and think more broadly about how leadership education can be more anti-racist and move towards action with equitable and just outcomes. Beatty and Manning-Ouellette assemble the text for all audiences to gain a deeper, more complex perspective on racism, anti-racist frameworks, and leaving leadership education better than when they arrived. The text is organized in such a way that leadership educators can take away new practices for navigating personal struggle, fragility, and resistance around topics of racism that occur in both curricular and co-curricular collegiate leadership programs. Beatty and Manning-Ouellette arrange the text in three sections: 1) Theoretical and Conceptual Considerations of Anti-Racism Approaches to Leadership Learning, 2) Innovations in Research & Practice, and 3) Moving Towards Action with contributions from leadership educators and scholars. Therefore, the text serves as an entry point to dialogue, think, and coalesce about anti-racism in leadership learning and explore what possibilities exist for us to move toward anti-racist praxis and pedagogy in leadership education. ENDORSEMENTS: "A critical scholarly contribution, Moving Towards Action: Centering Anti-Racism in Leadership Learning, unpacks, challenges, and explicates social justice and leadership education in higher education. Readers of this text should gain a better understanding of how systemic and structural racism manifests at colleges and universities, with a focus on leadership learning, education, and leadership programs. A timely text for our field." — Gene T. Parker, III, University of Kansas "Illuminating and important. Moving Towards Action: Centering Anti-Racism in Leadership Learning is the book leadership educators need to ready students and themselves for taking on the complex challenges of leading for liberation. By centering anti-racism pedagogy and praxis in leadership learning, the authors invite readers to work both personally and publicly towards equity and inclusion." — Julie E. Owen, George Mason University
Introduction to Research in Leadership examines the process and skills required for effectively conducting research on the concept of leadership. Its authors employ a microscope for close analysis and build balconies to see trends and gain perspective. Designed to be imminently practical, it employs concrete examples of fictional graduate students, faculty, and professionals struggling with their own issues to help readers make sense of the world of research and all of its complexities. Filled with personal anecdotes, stories, and even a touch of humor and sarcasm, each chapter weaves in relevant concepts so that those beginning the process of producing scholarship can get started on a productive path and with a positive attitude. This introductory textbook reviews the core philosophies employed in creating new knowledge within a field of research. It describes quantitative, qualitative, and mixed methods, as well as several concepts that are common across these. The text concludes with chapters focused on critical scholarship in leadership and creating habits that lead to a lifetime of learning.
Rooted and Radiant: Women’s Narratives of Leadership shares the narratives of 39 women navigating the process of leadership. It seeks to honor the unique experiences of the narrative authors while also challenging the dominant stories of the leadership process. The audience for the book is leadership educators and women looking to further explore leadership as a phenomenon. Rooted and Radiant: Women’s Narratives of Leadership is grounded in the hope and radiance described by Skye, one of the many voices in this collection, where she described how “leadership radiated all around me.” The book is filled with narratives from women exploring their own stories of leadership and gender. These stories are woven together by an author team committed to centering the voices and lived experiences of these narrative authors. This book begins with important literature framing women and leadership. The early chapters also explore the research process of this book in-depth. The core of the book includes chapters focused on critical themes found in the 39 narratives and weaving together women’s narratives of understanding and enacting leadership. The book concludes with critical hope about women and leadership moving forward.