Dissertationen zum Thema „Black leaders“

Thesis (M.A.)--University of Cincinnati, 2009.
Advisor: Gail T. Fairhurst. Title from electronic thesis title page (viewed Nov. 10, 2009). Includes abstract. Keywords: Discourse; Sensemaking; Identity Management; Racelessness,. Includes bibliographical references.

This report documents research work conducted on global mindset dimensions that best describe black South African business leaders. This study sought to understand whether black South African leaders either fit the current accepted norm of global mindset dimensions or whether they can contribute to what is globally understood as the foundation and universal principles of the global mindset. The currently accepted global mindset dimensions are: social capital, intelligence capital and psychological capital (Javidan & Walker, 2012; Dill, 2016; Global Mindset Institute, 2012). The research approach employed was a qualitative method with exploratory interviews with ten black South African leaders in senior executive roles. The respondents were from various industries, such as financial services, mining, fast moving consumable goods (FMCG) companies and technologically innovative companies. The results from the interviews and the thematic analysis revealed that the mindsets of black South African leaders are informed by deep-seated traditional values and principles unique to the South African context that include traditional values such as ÒUbuntuÓ (Nzimakwe, 2014), black consciousness and others unique to the black South African society. These values encourage black South Africans to never assume that their small places of birth are the centre of the universe. When gauging the South African leaderÕs perspective, using the three defined conventional mindset dimensions mentioned above, the social and psychological capitals came out strongly during the analysis. Passion for diversity, sense of true identity (self-assurance), intercultural empathy and collaboration were the four key themes that best described the dimensions of the South African leadershipÕs mindset towards globalisation. This research makes a contribution to the academic understanding of the cultural values that South African leaders possess. The findings of this study will be useful when business leaders consider these sub-constructs of a global mindset from a South African perspective in developing business recruitment or talent development strategies that can guide the recruitment or development processes of human capital in South Africa
Mini Dissertation (MBA)--University of Pretoria, 2017.
za2018
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

This qualitative study was designed to explore the career development of Black female chief nurse executives. Although a small proportion of Black female nurses have achieved positions at the nurse executive level, there remains a paucity of Black female nurse executives in this crucial position which raised the question of what factors contributed to this lack of advancement, but, more important, what factors have contributed to the success of the few who have achieved such level of success in healthcare organizations. The purpose of the study was to explore the career paths of Black female chief nurse executives with a view of understanding the factors which both facilitate and hinder the career development of these leaders in healthcare organizations. The guiding research question was, How do Black female nurse executives in this sample describe their career development? The participants in this study were Black female chief nurse executives located throughout the United States who, for the most part, were raised in segregation with a strong family foundation. To collect data, semistructured telephone interviews were conducted with 10 Black female chief nurse executives throughout the United States. The transcripts from the interviews were transcribed, coded, and analyzed. Using Super’s (1990, 1996), and Gottfredson’s (1981, 1996, 2002, 2005) career development theories and critical race theory (Crenshaw, 1995; Delgado, 2000) as the theoretical framework, the researcher found that the participants’ career development was influenced by (a) strong support system, (b) guidance, (c) influence of diversity, and (d) servant leadership. The findings help us understand the factors that have contributed to their successes as Black chief nurse executives. With the increasingly diverse population and concurrent increasing diversity in nursing and concerns about healthcare disparities, it is imperative that organizations attract, hire, develop, retain, and advance qualified Black nurses. Future studies addressing not only the career development of Black nurses but nurses in general might be informed by the present study’s findings. Recommendations are offered for nursing practice, education, and organizational policy.

Women make up half of the workforce in America. Despite this, in traditional organizations, leadership roles are overwhelmingly held by men. Of the small number of African American women employed in the workforce, 30% hold professional or management positions and women in general are more educated, qualified and transformational than their male counterparts. Despite this, African American female leaders experience organizational barriers, social labeling, and biases driven by their intersectionality that hinders their career opportunities. Black feminist research suggests that social norms place women in subordinate roles in comparison to men in society. African American women face such social barriers at a higher level given additional societal hardships driven by racism. Literature on African American female leadership outlines the barriers, but there is a limited amount of literature that seeks to appreciate Black female leadership as it relates to their style characteristics, expertise, and experience within their organizations regarding their leadership styles and the resilience required to maintain success in their positions. In order to add to the body of research in this area, this study explored the leadership characteristics, barriers, success strategies and resilience of African American female leaders through the lenses of these women. This study assessed leadership and resilience in African American females who hold higher level positions of leadership in traditionally White, male dominated industries. The purpose of the research was to identify those factors that increase achievement, advancement and success in high ranking positions despite the documented adversities associated with African American women, who hold leadership positions. The goal was to provide a guide for women who aspire towards entering particular fields and holding similar leadership positions and to provide an outline of their success in order to offer a blueprint for organizational strategies to promote diversity and advancement for women.

Doctor of Education
Department of Educational Leadership
Kakali Bhattacharya
The purpose of this narrative case study was to explore the lived experiences of four Black undergraduate collegiate women leaders in higher education in their third and fourth years of study in a predominantly White Midwestern institution. This qualitative study was conducted with purposeful and criterion-based sampling. The participants selected needed to be at least a student leader in a registered student organization at one time during their collegiate career. Narrative inquiry was used to explore the participants’ racialized, gendered, and leadership identity development prior to college and throughout the course of their collegiate careers. The participants’ narratives were organized using Bildungsroman format, or as a coming of age story. Findings indicate that although the participants identified as Black women and Black women student leaders, their racialized identity was much more salient than their gendered identity. Therefore, outside of biological markers like menstruating and becoming mothers, they were not able to articulate the development of their intersectional identity. Findings also show the participants had a certain amount of self-confidence and critical self-awareness that allowed them to succeed even when faced with racialized and gendered discrimination as individuals and within their roles as student leaders. Such obstacles contributed to their ability to just do when faced with challenges regardless of the difficulty level of the challenge. The study raises implications about the multitude of support systems that Black women and girls have upon entering college. Another implication is the amount of invisible labor that Black women as collegiate leaders do in order to support their fellow peers. Finally, this study raises implications about the deficit narratives that depict Black women’s and girls’ stories within education. Thus, this study presented a counternarrative to the traditional, negative, and stereotypical narratives that are untrue and detrimental to the racialized, gendered, and leadership development of Black women and girls within and beyond the education system.

This research study investigates the lived experiences of eight Black women senior secondary school leaders (hereafter referred to as Black women senior leaders) so as to elucidate their understanding, perceptions and experiences of senior leadership. Educational reform has taken place in England during the Thatcher, Major, New Labour and Coalition governments, leading to significant changes in secondary schools in England. These changes have resulted in new leadership roles, challenges and high levels of accountability. Moreover, the role of headteachers and senior leaders have been widely researched and discussed (Brundrett, 1999; Bush et al. 2006; Lumby and English, 2009; Leithwood, 2009, 2012), yet the experiences of Black women senior leaders is absent from the literature, which has focused on the experiences of Black minority and ethnic teachers and leaders (Powney et al. 2003; Bush et al. 2006; Coleman and Campbell-Stephens, 2010; Johnson and Campbell-Stephens, 2014) A social constructionist, interpretivist paradigm was adopted for this thesis and, using an intersectionality lens, the complexities of Black women senior leaders’ multiple identities and experiences were explored. Sixteen transcripts were generated from two semistructured interviews with the participants and my own, to explore how their race; gender; and, social class intersect to shape their leadership perceptions, beliefs and behaviours. Moreover, this research study is interested in gaining a better understanding of how Black women senior leaders develop their personal and professional identities; the value they place on formal and informal leadership preparation, development and learning approaches; and, how they maintain professional relationships with colleagues. The key findings are presented under the three research questions where Black women senior leaders’ narratives elucidate the lessons they have learnt throughout their senior leadership journeys, which provide insights into their experiences, offering practical advice to help other Black women and colleagues considering senior leadership.

African American women leaders (AAWLs) experience obstacles and barriers in their quest to ascend to the highest leadership levels in U.S.-based organizations. These obstacles include intersectional oppression in the form of gendered racism, outsider status, invisibility, tokenism, stereotypes, and subordination. In the face of these challenges, AAWLs have ascended to the highest levels of leadership in U.S. workplaces. Many studies on AAWLs explore the coping mechanisms and relational strategies employed to enter, execute, and succeed in workplace leadership roles. This study explored their emotional intelligence; the non-cognitive traits, skills, and abilities that enable AAWLs to create success in their lives. This study enables comprehension of the emotional mechanisms African American women (AAW) use to lead in the face of obstacles to their ascension to high-level leadership roles.

Forty-two AAWLs, who have held leadership positions for a minimum of 3 years at the director level or three levels from the top of an organization, participated in this mixed-methods study. The Emotional Quotient Inventory (EQ-i) was administered to these leaders to assess their emotional-social functioning. Bar-On's (1997) model of emotional-social intelligence served as the basis for this 133-item, self-report inventory. To complement this quantitative assessment and to insert a Black feminist approach to the research, AAWLs participated in teleconference-styled focus groups in which they revealed their self-defined perceptions about their emotional intelligence and the ways those emotional-social traits, skills, and abilities create success in their leadership experience.

Emotional-social functioning of the African American women leaders (AAWLs) in the study was atypically advanced. Assessment results revealed assertiveness and independence as strengths. These leaders perceived themselves to be successful, but identified interpersonal relationship-building as an opportunity for growth. This exploration of the emotional intelligence of AAWLs expands our understanding of the non-cognitive abilities, skills, and traits employed by these leaders in their efforts to navigate complex organizational dynamics and to fulfill high- level leadership roles.

Keywords: African American women, emotional intelligence, leadership

The purpose of this study is to examine the work-life balance experiences of Black females school leaders. Due to the inherent intersectionality of race and gender that is experienced by Black females, a study of their unique experiences with work-life balance is valuable to the field of educational leadership. The responsibilities associated with school leadership positions are extensive and those school leaders who also have spouses and children must figure out a way to fulfill responsibilities associated with each role. Work-life balance is important to understand for school leaders whose career responsibilities may interact with those associated with their personal lives. The theoretical framework, Black Feminist Thought, guided the data collection and analysis processes, and provided the basis for the resulting narrative findings. This study gave voice to an otherwise silenced, marginalized group, Black female school leaders. All data was synthesized into narratives and from these narratives came six themes: (1) Familial Sacrifice; (2) Servant Leadership; (3) Informal and Formal Work-life Balance Policies; (4) Notion of Self-Care; (5) Upbringing and Black Females’ Prideful Identity; and (6) Black Females having to prove themselves. While this study does not show evidence of school leaders having achieves work-life balance, the findings will inform the practices of perspective Black female school leaders and add the voices of Black female school leaders to the literature on Black female school leader’s experiences with work-life balance.

The Black community and the gay community have historically experienced marginalization from society, public and private institutions, federal government agencies, and law enforcement. Black gay male leadership is not a conversation within leadership academia. This phenomenological study focuses on understanding the lived experiences and leadership among Black gay men who are leaders in Los Angeles County. This study found that the lived experiences such as oppression, mentorship, community involvement, and advocacy have influenced their leadership development and leadership identity. This study identifies how Black gay men define leadership, based off their lived experiences. It also identifies themes of leadership development for Black gay men. The results have implications for future research and leadership development among Black gay men. Understanding lived experiences of Black gay male leaders and their leadership development can help identify what core foundations/topics could be included in professional development aimed at building leadership development among young Black gay men.

School administrators are charged with guiding, overseeing, and ensuring the successful education of all students. They use myriad techniques to this end, though not all students share in the success. For example, Black male students are more likely to underperform than are other groups of students, which places their academic and economic survival at risk (Kirsch, Braun, Yamamoto, and Sum, 2007). The focus of this study was on Black male student performance in Algebra 1. Algebra 1 plays a pivotal role in academic success and is a leading indicator of a students likelihood of success in advanced mathematics courses (Wang and Goldschmidt, 2003). Failure to learn and understand the content in Algebra 1 results in limitations on further mathematical opportunities in the short-term, which, in turn, reduces prospects for continued education beyond secondary school. The purpose of this study was to examine and identify specific school leadership practices that influence and improve the Algebra 1 performance of Black male students. Interviews with principals, lead math teachers, and school counselors provided qualitative data related to school-level leadership practices. Additionally, I conducted document reviews of school newsletters, parent letters, robocall messages, lesson plans, and websites. Analyses of the interviews and documents revealed six themes: (a) effective instructional leadership, (b) culture of collaboration, (c) facilitation and scheduling, (d) parental involvement, (e) intervention and remediation, and (f) resources. This study has implications and applications for the practices of school leaders, mathematics teaching and learning, and programs to support Black male students.
Ed. D.

The paper seeks to shed light on the coping strategies applied by black senior and top management in light of their underrepresentation in executive roles. We believe that the attached manuscript is well suited to complement the content in your journal, given that it provides a unique perspective on coping strategies to overcome racial barriers (microaggressions) while considering intersectionality theory in the South African context. This is one of very few papers that have explored the coping strategies of both male and female professionals in South Africa’s unique racial context and would be a great compliment to some of your publications, e.g. Nair, Good, & Murrell’s, (2019) Microaggression experiences of different marginalised identities.
Mini Dissertation (MBA)--University of Pretoria, 2020.
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted

Black students are persistently underserved by public education and have had significant gaps in performance, as compared to their white counterparts, on established assessments and measures of educational attainment regardless of socio-economical background (Ladson-Billings, 2006; Milner, 2012; P. Noguera, 2013; Steele, 1992). A great deal of education policy-making at the national level in the United States is aimed at decreasing gaps in achievement between students of color and white students (Barton & Coley, 2010; Berlak, 2001; Carter, 2009; Gardner, 2007). The federal government adopted this role with the Brown v. Board of Education Supreme Court decision of 1964 and was codified through the Elementary and Secondary Education Act of 1965.

Education reforms embedded in and promoted by federal policies are, at times, both embraced and shunned by members of the Black community (Murtadha & Watts, 2005; Scott, 2011; Warren, 2005), whose children are most readily affected based on the demographics of urban, rural and low-income communities. To cultivate equity in inputs and lasting, sustainable improvement in outcomes, members of those communities and leaders from those communities seeking to represent the voices of their community members should be involved at critical decision-making points in creating and implementing policies (Beabout & Perry, 2013; Leonardo, 2003; Warren, 2005).

Drawing on Critical Race Theory (CRT) (Dixson & Lynn, 2013; Ladson-Billings & Tate IV, 1995; Lynn & Parker, 2006) I set out to conduct a qualitative study targeted at identifying opportunities for Black people to have effective levels of influence in national education policy-making which heavily impacts their communities. I interviewed leaders active in the national education reform socio-political landscape in order to gauge their perspectives on leverage points in the process of federal education policy-making and the presence of Black voice and leadership at those critical points in the process.

CRT calls for exploration of phenomenon to the extent it can illuminate strategies to improve the conditions of a race of people (Delgado & Stefancic, 2012; Ladson-Billings, 2013; Lynn & Parker, 2006). Identifying ways in which race impacts education policy-making through examination of the narratives of those doing the work to influence those policies, can shed a light on gaps and opportunities for developing more thoughtful policies. Through inductive thematic analysis, this study mines strategies from the information shared by study participants, highlighting ways in which members of the Black community can be most effective at influencing federal education policies.

The ministry of the class leader and a working class leader system are still very much needed in the African Methodist Episcopal Church. This work attempts to show that the class leader system can still be a viable part of the A.M.E. Church, but it must be modified from its original form and shaped into a contemporary mechanism for ministry. The lack of training of the class leaders in Allen Chapel A.M.E. Church, in Northampton County, North Carolina, proved to be the rule, rather than the exception. The church was thereby rendered ineffective in its ministry. This work seeks to find a practical way to equip the class leaders of the Allen Chapel A.M.E. Church for effective ministry. The ministry project was an effort to address this issue by formulating and administering a training program for class leaders. The ministry project shows that positive results are practical and possible, but there must be a continuous program of training to equip class leaders for effective ministry.

This dissertation project addressed the implementation of a Dialogue on the topic of Sexuality in the Black Pentecostal church, at Church of the Lord Jesus Christ Today, Inc. (COTLJCT) in Douglasville, GA. In continuing the ministry of Jesus Christ, all Christian leaders, including leaders in the Black Pentecostal church have a great responsibility to imitate Christ through their actions. While providing ministerial care that addresses moral issues encountered by the Christian community and the world, Christian leaders must always consider the question, What Would Jesus Do? The contemplation of this inquiry is necessary towards delivering the type of service and care provided by Jesus. This raises the question whether Black Pentecostal church leaders respond to moral issues within the church community in a manner that is reflective of how Jesus handled matters during his ministry. For the purposes of this dialogue, are leaders of the Black Pentecostal church responding to the issue of women and unwed pregnancies in ways that indicate they have contemplated the question What Would Jesus Do? Are leaders of the Black Pentecostal church responsive to this issue in ways that demonstrate the love, compassion, and forgiveness of Jesus? The response to these questions is a resounding “NO.” Years of personal observation in the Black Pentecostal church have revealed harsh treatment by leaders, and the Christian community towards women and sexuality issues. This punitive behavior, normally surrounding the occurrences of non-marital pregnancies, has consisted in women being openly shamed, alienated, ostracized, and rejected from Christian fellowship. These actions and outcomes, which are not reflective of the ministry of Jesus nor his love, compassion, and forgiveness, warrant a serious discussion. Black Pentecostal church leaders have failed to construct a dialogue on this subject, as it affects the lives of their parishioners. The working hypothesis of this project is that leaders in the Black Pentecostal church have a great task by God to assist in the spiritual growth and development of his people. As such, the Black Pentecostal church must be at the vanguard in instituting a dialogue on women and sexuality. In particular, these discussions should address the sexist and negative treatment directed towards women for their sexual encounters and pregnancies from non-marital relationships. Leaders in the Black church have a responsibility to create an atmosphere where sexuality issues can be freely discussed in the church. These discussions should lead to the restoration and reconciliation of women in their relationship with God and the Church community. However, in times past and presently, congregational leaders in the Black church have been “silent” on the topic of sexuality. In the midst of their silence, leaders have openly condemned women for non-marital affairs, and have ostracized, marginalized, and rejected them from any involvement in ministry. Therefore, the scope of this project was to implement a constructive dialogue in the church, in collaboration with women at COTLJCT. This dialogue highlighted the negative treatment directed towards women for their diversion from biblical and doctrinal norms of the Black Pentecostal church. The project addressed reasons why the topic on sexuality has been taboo in the Black Pentecostal church, and the motivation for the sexist treatment of female parishioners. The goal of this dialogue was to ultimately dispel the negative behaviors and stereotypes directed towards women and their sexuality. The final aim of the project was to create positive images of God’s creation, which ultimately leads to a constructive course of action to sexuality matters by Christians and leaders in the Black Pentecostal church. Theologically, it is believed that the examples provided by the earthly ministry of Jesus Christ illustrate the role of Christian leaders as “servants.” Jesus’ model of ministry also demonstrates the responsibility of his servants, which is to focus on attending to the needs of the marginalized, the rejected, and the outcasts. As follows, the project highlighted biblical text that validated this type of service that meets the necessities of the poor, liberates the captive, heals the brokenhearted, and accepts the rejected, as reflected in Luke 4: 18-19. The project presented biblical scripture from the Old and New Testament that has shaped the doctrinal position of the Black Pentecostal church in terms of a lifestyle of “Holiness,” and the stance against non-marital sexual relationships. In describing the holiness/purity codes of the church, the researcher advocated against the church’s practice of shaming and ostracizing women for their choices to have sex and children outside of marriage. The project highlighted how the ministry of Jesus clearly demonstrated love, compassion, acceptance, and forgiveness towards women, for their sexual indiscretions, as referenced in John 8:1-11. Additionally, the project provided a detailed analysis of Galatians 621-2. This scripture specifically addresses the responsibility of Christians to exhibit the spirit of love, compassion, and gentleness, as they endeavor to restore persons, who have fallen to sin. In summation, leaders in the Black Pentecostal church have been called to illustrate love in their service of restoring the lives of God’s people. The doctoral dissertation project was conducted in three phases over a four (4) month period, (June 2012 through September 2012), involving seven (7) sessions. Phase I: Sexuality, and Sexuality Distorted - part 1 and part 2; Phase 11: Christian Ethics: The Do’s &. Don’ts Based on Biblical Principles - part 1 and part 2; and Phase III: Real Talk: “Sex in the Church” - part 1 and part 2. The effectiveness and overall success of the project was measured by the following four (4) goals: 1. Initiate a dialogue with women on the subject of sexuality. 2. Positively impact women with a better understanding of sexuality issues and a new outlook that leads to constructive responses of love and compassion. 3. Maintain participation of at least 15 women in all three phases of the project. 4. Celebrate participants of the project dialogue. Based on evaluations, testimonials, and reflections from this project, the outcome of this journey was a success. This project dialogue on sexuality issues resulted in the lives of women being liberated, healed, and transformed for the Glory of God!

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2001.
Title from first page of PDF document. Document formatted into pages; contains v, 107 p. Includes bibliographical references (p. 96-101).

This qualitative phenomenological study explored the experiences and coping strategies of six Black American women leaders in the Washington DC metro area. Using the conceptual framework of intersectionality, coupled with the concept of stigma-induced identity threat and the Transactional Model for Stress and Coping, the study linked the emotional and psychological outcomes of stigmatization and barriers in the workplace to a need to engage coping processes. Stigmatized leaders found it necessary to rely on a number of coping mechanisms, including: 1) mentorship, 2) internal peer support, 3) external support system, 4) reliance on faith, 5) “speaking up”, 6) overcompensation, and 7) withdrawal to overcome workplace barriers. Findings revealed that while it is common for leaders to consider and sometimes engage negative coping responses, positive coping responses were most common and most effective. Additionally, the findings indicated that withdrawal can, in some cases, serve as a positive coping response.

In this article, we explore the Black Lives Matter activist Alicia Garza's Twitter usage during the month of June in 2020 with a critical discourse analysis (CDA). Our aim with the study was to examine the underlying motives and values in Garzas tweeting, and if there were any prevailing themes, in order to see if there was a difference between the discourse used for personal matters and the discourse related to her activism. To support our analysis we utilized critical theory to gain a critical reference and the two-step flow hypothesis to delve into the possible effects Garza's position as an opinion leader has on her tweeting. After processing and examining a total of 48 tweets from the month of June, through the use of coding, our analysis suggests that there are several prevalent themes that can be distinguished in her tweeting. The themes we found were personal tweets, tweets expressing solidarity, tweets urging for action, tweets exuding authority, and promotional tweets. The line between personal matters and the discourse related to her activism was found to be fluid and unable to be strictly defined.

Includes abstract.~Includes bibliographical references (leaves 62-67).
The post-apartheid South Africa signalled change in various segments of our society including the socio-economic status of young black disabled women. This study was conducted to examine the impact that equality and equity strategies and interventions had on the economic status of young black disabled women of South Africa. This study contains a literature review on the cornerstone concepts of the study to provide a rich theoretical base to ground the research. In this regard a literature review was done on study key concepts such as, a developmental state, gender, and disability and the economy. Using narrative descriptive qualitative methods, the researcher used convenience sampling of four physically disabled women who are leaders in the disability rights movement. The sample took into cognisance provincial boundaries, different disabilities, races and ages in an endeavour to have as diverse a population as possible.

School districts are failing to educate all of America's children. Dropout statistics reveal that almost 7,000 students leave our nation's schools everyday. At this rate 1.2 million students will not graduate on time with their prospective classes. The majority of American male students of African descent are dropping out instead of completing high school. When compared to that of their white peers, the dropout rate of American male students of African descent is significantly higher and the graduation rate much lower. This research examines high school dropouts from the perspectives of school-based leaders in a high school located in a city in a large southern school district. Structured interviews, transcribed with member-checks, were conducted with eight school-based leaders. The data in this qualitative study were used to examine their perspectives of American male students of African descent dropping out of their high school. The researcher maintained a reflective research journal to enhance the data analysis. The study found that the perspectives of the eight school-based leaders were influenced by their past histories with these students; their personal and acquired knowledge of these students, their families, and their communities. They were largely uniformed of the dropout rate and their previous history with these students had an impact on their present level of support to these students.

Research on Black males has continuously been approached from a monolithic perspective that indicates their plight of attendance and achievement in college. This nation has witnessed this decade of declining enrollment of Black males attending and achieving in college. The decreasing number has been apparent and paints a dismal reality for educational institutions, leaders, and students; particularly Black males. While this reality is continuously disturbing and draws immediate attention, successful Black male college students are achieving at a high altitude. Educational institutions and leaders are challenged to help increase Black male student attendance and achievement in college and universities. This challenge begins with switching the focus of what deters Black males from attending and achieving in college to what encourages them by approaching them from a success and not the common deficit model.The purpose of this study was to analyze successful Black male college students' perceptions of their educational environments and the role of educational leaders. Participants were assessed on their perceptions of high school and college environments as well as their perceptions of high school and college educational leaders. A grounded theory approach was used to describe these perceptions. The participants included 21 non-intercollegiate undergraduate Black males, between the ages of 18-25, attending southwestern university (SWU). The data was based on the participants' responses from 21 semi-structured interview questions derived by the researcher.The data revealed four major themes which included (1 positive perceptions of the high school and college educational environments; (2 negative perceptions of the high school and college educational environments; (3 positive perceptions of the educational leaders in high school and college; and finally, (4 negative perceptions of educational leaders in high school and college. The findings exhibited the importance approaching Black males from a non-monolithic perspective. These Black male college students shared different experiences and perceived educational environments and leaders from various perspectives. The findings also showed the importance of focusing towards the success of Black males. The findings did reveal negative perceptions and experiences, yet this study gave credence to the importance of providing balance between positive and negative experiences of Black males.

The problem under investigation is that there is little research about how church leaders develop and design HIV/AIDS education and support programs in selected counties of New York State. The gap in the literature is that there is little known about how church leaders support the educational process for the HIV/AIDS Black community in New York state. The theory of normative decision making was the primary conceptual framework for this research. The purpose of this qualitative exploratory multi-case study was to discover how church leaders managed their HIV/AIDS outreach program strategies. The overarching question asked what programs and education do church leaders use to support those with HIV/AIDS and how can church leaders within the selected counties, provide preventative education forums within their congregations. Data collection occurred through 6 semi structured face-to-face interviews with church leaders in the counties of New York State. Data analysis resulted in themes that included how managing HIV/AIDS outreach strategies increases participation, promotes understanding, and immobilizes the spread of HIV/AIDS. The themes that emerged suggested that democratic leadership style made for successful program leaders and existing program features built trust between the church and those in the surrounding communities impacted by HIV/AIDS. Recommendations for action include examining the structure of an active outreach ministry, synchronizing programs, and increasing resources to manage Faith-based organization strategies effectively. This study contributes to positive social change by religious leaders serving as peer educators and advocates within their church community for HIV/AIDS prevention education, igniting discussions, removing stigma, and increasing the number of individuals who voluntarily test for HIV/AIDS.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Includes tables. Typescript; issued also on microfilm. Sponsor: Elizabeth Tucker. Dissertation Committee: Douglas S. Sloan. Includes bibliographical references (leaves 157-175).

There have been relatively few studies examining the leadership of Black men, and even fewer studies examining the leadership of Black men from the phenomenology of Black men, themselves. The purpose of this Q Methodology study was to examine Black male perspectives of the role race plays with Black male leader/leadership development in the world of work. The study was designed as an exploratory attempt to surface and understand how 40 emerging African American male leaders in a large, urban city in the SE United States viewed their own leadership development. Elements of socio-analytic theory and leader-member exchange theories were the basis for the conceptual framework. The 40 participants sorted 41 statements reflecting distinct perspectives on the role race plays with Black male leader/leadership development within the world of work. Participants sorted these 41 statements within a forced distribution response grid based on what best reflected their perspectives. These 40 sorts were then correlated and the correlations were factor analyzed and rotated, leading to the extraction of five factors, each representing five distinct, shared perspectives. Following examination and analysis of these five factors, or shared perspectives, the researcher named them: 1) Faithful, Familial, and Resilient, 2) Creative, Faithful, and Independent, 3) Attentive, Connected, and Woke, and 4) Knowledgeable, Congruent, and Unapologetically Black, and 5) Responsible, Faithful, and Supportive. The results of this study suggest there is rich diversity among Black male perspectives regarding their leadership development, and demonstrates important functions outside the workplace. These diverse perspectives and those elements characterizing them should be considered as educators prepare to work with Black males and those preparing to support their development, leadership and otherwise. Finally, the researcher suggests that future research into the experiences and perceptions of Black men continue to seek methodologies that honor and magnify their voices.

In recent years, it has become clear that a lot of corporate collapse can be traced down to poor leadership. As more and more black executives are climbing the corporate ladder, it is becoming all the more necessary to explore how their effective leadership development can occur with private organisations in South Africa. There are many challenges and constraints associated with the leadership development of these executives. This can be expected as they are entering an environment which has been largely white-dominated. As a result they find themselves facing the challenges of succeeding amidst negative perceptions they have experienced from their superiors and subtle pressures from subordinates. Therefore, it can only be expected that if organisations are to maintain a competitive advantage they need to understand how to effectively develop this new breed of leaders. Hence, the researcher has used a qualitative approach to investigate the complexities of the experiences of black executives in private organisations. In terms of the theoretical framework, the research focuses on some of the new approaches to leadership. It was discovered that leadership development is essentially a process that goes beyond mere training sessions, and largely involves the relationships one has within the organisation. This involves relationships with superiors, peers, and subordinates. The research indicates that if these relationships are managed effectively, leadership development is enhanced. Whilst the role of formal training programs appeared somewhat downplayed, it was clear that these programs had a strong role in terms of their psychological impact on participants. They certainly affected their perception of the organisation and their own self-efficacy. The research, therefore illustrates how there are a variety of individual and organisational attributes that form a basis for effective leadership development of blacks in private organisations. The researcher argues that if these are implemented, organisational well-being is enhanced.

Leaders within the black community are among the most important assets for black people in America. Given all that black Americans have experienced and still endure from social, economic, and political disenfranchisement, it is necessary to explore the values, beliefs, experiences, and practices of current leaders or those organizing for food justice with youth in black communities. This research explored the experiences of self-determination and empowerment of African American community organizers and educators, providing communitybased educational opportunities to youth. It also sought to understand the values, beliefs, and experiences of the participant leaders pertaining to community empowerment, youth development, and food justice. A critical race theory (Bell, 1987; Crenshaw, 1989; Delgado and Stefancic, 2012) lens was utilized to conduct a narrative analysis of 10 black leaders in the Triad area of North Carolina. The researcher inquiry involved a narrative interview, using narrative inquiry practices (Saldana, 2016) that were both audio and visually recorded. Narrative inquiry is a methodological tool for capturing and co-interpreting the personal stories of people, their personal experiences and their interpretations (Clandinin, 2007). A narrative videography was developed to reach a wider audience and include the direct experiences of black leaders. Upon completion of the data-collection process, the leaders were brought together to view the video and discuss excerpts from their narratives in a single focus group. The study itself explored each leaders' views on what food justice looks like in their community, how self-determination influences their approach to black youth development for food justice, and their experiences of racial and micro-aggressive barriers to their work. It was found that the participants were very knowledgeable about what they needed to secure food justice in their communities. It was also found that the leaders often experienced racism and sometimes it was internalized racism, which often led them to the work with black youth empowerment and community food justice.
Doctor of Philosophy
African Americans have been among the most disenfranchised and marginalized populations in American history (Anderson, 2001). Although today is not as physically reflective of this as the days of slavery and post-slavery Jim Crow, racism is still as pervasive now as it was then, (Alexander, 2010). Critical Race Theory is the theoretical lens of this study thought it is primarily utilized in modern law to understand the presence of race discrimination in the decision making of court officials (Dixson & Rousseau, 2006). This research was a narrative inquiry exploration to understand the experiences of self-determination and empowerment of African American community organizers and educators providing educational opportunities to youth for food justice. The researcher utilized narrative inquiry as methodology in a community-based context to explore the perceptions and attitudes of African American leaders as organizers and educators in the Triad area of North Carolina as they pertain to community empowerment, youth development, and food justice. Using a critical race theory lens, each of the 10 adult participants had been identified as an asset to the black community regarding agriculture and youth empowerment practices. They were then interviewed after consent to audio and visual recording. Influenced by the Whole Measures for Community Food Systems (Abi-Nader et. al, 2009), interview questions were developed and applied to highlight the values and beliefs associated with a just community food system, efforts to counter unjust food access and the racism within it. Participants were asked to contribute to a single collective focus group discussing various excerpts from their narratives. Findings support that each participant was knowledgeable of the food justice issues and what was needed to create it in the communities they worked. Participants expressed several themes related to critical race theory, critical pedagogy and community food work.

A Paut Neteru Journey: An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach by Patricia Linn Williams This dissertation seeks to examine the obstacles and experiences of a Black female charter school leader using an Africentric approach to educating Black children, and ways in which social and material inequalities may have shaped her journey. A conceptual framework that blends African-centered pedagogy, African womanism, and transformational leadership is used to guide this qualitative autoethnographic study. Use of the autoethnographic method provides an opportunity to examine the relational dynamics of the experiences of this Black female charter school leader in the cultural context of the Black community and neoliberal education. Data analysis is captured from autobiographical storytelling within three key time periods or epochs of her 17-year experience starting, operating, and closing a charter school. Data analysis includes coding based on themes that emerged from the data collection process. Findings indicate how attempts to implement an African-centered approach to educating Black children in a DC charter school in the U.S. Eurocentric education model in the neoliberal era was compromised by neoliberal policies, particularly high-stakes testing, a history of separate and unequal education, the lack of support for African-centered education, and the lack of access to facilities. These findings also support the need to continue to examine how non-European children can be educated, not just schooled, in a manner that places them at the center of their learning, builds agency, and develops them into creative and critical thinkers and future builders.

As a society, America has struggled to resolve some deep-seated differences over values. These differences are most visible and divisive in the historical White-Black dichotomy. In the realm of education, the Black male achievement gap is a vivid reminder of this previously legalized oppressor-oppressed relationship.

The Black male achievement gap is a particularly unique phenomenon in that Black male students surpass every other racial and gender category in educational achievement gaps (NCES, 2013a, 2013b, 2014a, 2014b; NAEP, 2011, 2013). This phenomenon is well-known and well researched. Many researchers point to a fundamental conflict over values that results in this lingering gap between Black male students and their peers. Though these value differences have been researched, how these differences are being reconciled in efforts to close Black male achievement gaps is not known.

Argyris and Schön’s (1978, 1989b) theoretical framework provides a practical way to engage the values of the school organization. This perspective allows social scientists to understand whether or not the values guiding the actions of the organization are enabling the organization to effectively meet its stated goals. This research study analyzes a school’s process of responding to the Black male achievement gap, focusing on the school leader’s efforts to close these gaps. The theory of action framework allows the school leader’s efforts to be mapped, distinguishing between espoused and in-use theories of action and understanding if and how the in-use theories are reconciling value differences within the school organization.

Master’s thesis deals with the issue of electronic filtering circuits with arbitrary frequency characteristics. First part of the thesis describes theoretical basis. Second part explores the possibilities of design procedures for filters with arbitrary frequency characteristics. Design procedures are demonstrated on examples accordingly to the presented methods, including their circuit implementation and computer simulation to verify the correctness of theoretical assumptions. Thesis also explores the possibilities of tuning circuit structures and electronic setting for characteristics using controllable active elements.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O presente trabalho procura compreender as transformações que ocorrem na base do poder político da autocracia burguesa brasileira em 1930. Nomeadamente a crise que leva a recomposição das suas frações no bloco do poder com a ascensão da Aliança Liberal ao Governo Provisório. Para tanto estudamos a formação e consolidação da fração agrárioexportadora e portadora do grande capital cafeeiro, já que esta vai ser a matriz do intenso desenvolvimento que a nossa formação social vai conhecer com base no ciclo do café. É através de sua gênese e desenvolvimento que observamos que, no bojo de seu avanço social, inclusive na composição de sua hegemonia que ocorre durante a Primeira República, contradições como a formação de uma industrialização com capitais oriundos da acumulação cafeeira vão transformando a estrutura produtiva de sua dominação. Por outro lado, seu domínio absoluto começa a ser contestado em 1922, ferindo mortalmente sua capacidade hegemônica. A Aliança Liberal, herdeira de toda essa crise política, ao agregar em si inúmeros grupos, camadas e frações sociais que já não se veem mais representadas pela política monocultora e agroexportadora do café, com grande ênfase ao apoio armado tenentista, se insurrece e desloca do centro do poder a fração paulista. Como grupo dirigente, ela então reorienta o centro dinâmico da economia brasileira, respondendo ao caráter de suas próprias contradições, e com medidas políticas como o corporativismo trava contato íntimo com a burguesia industrial. Novamente se apropriando do Estado para recompor a relação de suas frações burguesas, e outra vez alijando a classe trabalhadora do poder através de sua organização em moldes corporativistas, mesmo que isso as leve para dentro do próprio Estado, e ainda reprimindo com violência os grupos sociais que não lograram obedecer a esse ditame, como a reorganização do DEOPS bem expressa, características todas de uma legítima autocracia burguesa, agora reposta em novos patamares, o grupo dirigente encabeçado por Getúlio Vargas procede a uma genuína modernização conservadora desta forma de domínio brasileira.
The present work tries to understand the transformations that occur in the base of the political power of the Brazilian bourgeois autocracy in 1930. In particular, the crisis that leads to the recomposition of its fractions in the power bloc with the rise of the Liberal Alliance to the Provisional Government. In order to do so, we study the formation and consolidation of the agrarian-exporting fraction and the great capital of coffee, since this will be the matrix of the intense development that our social formation will know based on the coffee cycle. It is through its genesis and development that we observe that, in the midst of its social advance, including in the composition of its hegemony that occurs during the Old Republic, contradictions such as the formation of an industrialization with capital from the coffee accumulation transform the productive structure of Their domination. On the other hand, its absolute domination begins to be contested in 1922, mortally wounding its hegemonic capacity. The Liberal Alliance, inheriting all this political crisis, by aggregating in itself numerous groups, strata and social fractions that are no longer represented by the monoculture and agro-exporting policy of coffee, with great emphasis on the tenentista armed support, insurrection and dislocation of the Center of power the São Paulo fraction. As a leading group, it then reorients the dynamic center of the Brazilian economy, responding to the character of its own contradictions, and with political measures such as corporatism, it has intimate contact with the industrial bourgeoisie. Once again appropriating the state to recompose the relation of its bourgeois fractions, and again throwing away the working class of power through its organization in a corporatist way, even if it takes them into the state itself, and still repressing social groups with violence which have not been able to obey this dictum, such as the reorganization of the DEOPS expressed, all characteristics of a legitimate bourgeois autocracy, now restored to new heights, the leading group headed by Getúlio Vargas proceeds to a genuine conservative modernization of this form of Brazilian domination.
El presente trabajo busca comprender las transformaciones que ocurren en la base del poder político de la autocracia burguesa brasileña en 1930. En particular la crisis que lleva a la recomposición de sus fracciones en el bloque del poder con el ascenso de la Alianza Liberal al Gobierno Provisional. Para ello estudiamos la formación y consolidación de la fracción agrario-exportadora y portadora del gran capital cafetero, ya que ésta va a ser la matriz del intenso desarrollo que nuestra formación social va a conocer con base en el ciclo del café. Es a través de su génesis y desarrollo que observamos que, en el seno de su avance social, incluso en la composición de su hegemonía que ocurre durante la Primera República, contradicciones como la formación de una industrialización con capitales oriundos de la acumulación cafetera van transformando la estructura productiva de su dominación. Por otro lado, su dominio absoluto comienza a ser discutido en 1922, hiriendo mortalmente su capacidad hegemónica. La Alianza Liberal, heredera de toda esta crisis política, al agregar en sí innumerables grupos, capas y fracciones sociales que ya no se ven más representadas por la política monocultiva y agroexportadora del café, con gran énfasis al apoyo armado tenentista, se insurrece y se desplaza el centro del poder la fracción paulista. Como grupo dirigente, entonces reorienta el centro dinámico de la economía brasileña, respondiendo al carácter de sus propias contradicciones, y con medidas políticas como el corporativismo traba contacto íntimo con la burguesía industrial. Nuevamente apropiarse del Estado para recomponer la relación de sus fracciones burguesas, y otra vez alijando a la clase obrera del poder a través de su organización en moldes corporativistas, aunque eso las lleve hacia dentro del propio Estado, y aún reprimiendo con violencia a los grupos sociales que no lograron obedecer a ese dictamen, como la reorganización del DEOPS bien expresada, características todas de una legítima autocracia burguesa, ahora restablecida en nuevos niveles, el grupo dirigente encabezado por Getúlio Vargas procede a una genuina modernización conservadora de esta forma de dominio brasileña.

A research report submitted to the Faculty of Business Administration, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Master of Management (Human Resources) 1994.
The aim of this research was to investigate the perceived qualities of African Business leaders and develop a tentative model of African leadership. In-depth interviews were conducted with a sample of branch regional and senior managers of The African Bank Limited. The results of the data analysis indicated that there are significant diferences in the approaches to management and leadership that exist between adherents to conventional western management paradigisms, and those that adopt a more traditional Afrocentric approach. In addition, the themes and construents that emerged were cross-referenced with those that emerged from the literature study. [Abbreviated Abstract. Open document to view full version]
AC2017

No
As several studies indicate, the National Health Service (NHS) in the United Kingdom is one of the largest employers for Black and minority ethnic (BME) people. Despite many positive action (PA) initiatives to support disadvantaged groups, only a handful of people have managed to progress to senior management. This article considers published literature in relation to BME leadership in NHS and the specific types of PA activities that have been set up to address some issues around inequality. In addition to PA activities, the article also considers the U.K. equality framework. Positive action is allowed under the U.K. legislation for organizations to recruit people from underrepresented communities on merit. It allows organizations to create different initiatives for people to gain appropriate qualifications, skills, and experience to compete for promotions or for better job opportunities.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Management (Business and Executive Coaching) Wits Business School, Johannesburg February 2017
The objective of this research is to explore the perceptions and experiences of coaching across cultures among white and black leaders in South Africa. The research thus aims to contribute towards an understanding of the role and the impact of cross-cultural executive coaching, both its implications for the coaching intervention and relationship and its application in the wider South African context. Cross-cultural coaching is a contracted coaching engagement between two people from different race groups. Black people refers to people who are citizens of the Republic of South Africa by birth or descent and are African, Coloured or Indian. The research used a qualitative methodology. 16 semi-structured interviews were conducted with executives and managers who had recently experienced cross-cultural executive coaching. The transcripts of the interviews were analysed, resulting in 12 broad themes. The findings revealed that cross-cultural executive coaching pushed personal boundaries on two levels. Not only did female executives push gender boundaries in their selection process, but both male and female executives pushed the boundaries in experiencing different perspective on issues. The executives who had been exposed to diversity early in their lives appear to have successfully embraced cross-cultural coaching. Furthermore, the greater the exposure to international work or life experience early in the executive’s career development, the more welcoming and enhancing the cross-cultural coaching experience was. Most executives acknowledged the importance of exploiting South Africa’s cultural diversity as a business advantage, so the outstanding results in the performance and development of leaders already brought about by executive coaching can be extended further. The findings on what influenced the cross-cultural relationship pointed to the importance of coaches and clients connecting authentically and personally. When coaches listened well and displayed good questioning skills, the relationship flourished. The levels of understanding between coach and executives were critical for the development of the coaching relationship. These findings provide key insights into what makes a good cross-cultural coaching experience. The broader implications for cross-cultural coaching in South Africa include both benefits and challenges to professional, executive development. They show how an absence of cultural awareness and cultural intelligence in cross-cultural coaching can limit benefits, and reveal the opportunities possible in helping heal the wounds of an historically divided nation. The study recommends a fresh look at how we train and prepare cross-cultural coaches for the South African context. As the coaching intervention experience expands, the goal is to adjust and include the development of cross-cultural competency for effective cross-cultural coaching.
MT2017

Where cross-cultural encounters are often part of daily life in business and social contexts cultural intelligence has become a necessity for our times. This is especially true in a culturally diverse South Africa where it is expected of a leader to competently influence followers coming from a multicultural milieu through exercising multidimensional cultural intelligence capabilities. The purpose of this research is to create useful knowledge in the cultural intelligence discipline to be able to make recommendations to business in terms of training requirements and selection criteria for employment. This is achieved by identifying and comparing cultural intelligence differences between African black and white South African leaders. An online self-evaluation cultural intelligence survey was distributed to South Africans by utilising the snowball sampling methodology which resulted in a total of 420 fully completed questionnaire responses within the research boundaries. Statistical analysis of the data reveals a superior self-perceived cultural intelligence of black South African leaders. The knowledge gained from this research project, puts South Africa in a position to be a benchmark for other countries in future research that will contribute to indispensable knowledge creation in a world where globalisation is no longer a myth, but a stark reality. Copyright
Dissertation (MBA)--University of Pretoria, 2010.
Gordon Institute of Business Science (GIBS)
unrestricted

Effective school leadership is at the center of educational reform in urban environments. Constituents expect school leaders to transform under-performing schools. However, the educational leadership field relies on traditional ideologies that largely ignore Black principals’ experiences and exclude their voices from politically engaged conversations on leadership. The purpose of this qualitative study was to explore four contemporary Black school leaders’ perspectives of their practices in urban environments. Cultural Historical Activity Theory and Distributed Leadership Theory informed the multiple case study. I employed ethnographic data collection methods of prolonged engagement, interviews (formal and informal), shadowing, documents and artifacts, on-line discussions, field and reflexive journals, and memos, which allowed for crystallization of the data. I adopted and adapted grounded theory and analytic induction to interpret and re-present the Black school leaders’ educational philosophical beliefs, perspectives of traditional preparation, and conceptualizations of leadership that influenced their practices. The findings revealed that the four contemporary Black school leaders from middle and high schools held belief systems that challenged traditional structures and differed from White majority leaders’ beliefs, which aligned with white supremacy and deficit ideologies. The participants thought differently about the purpose of education for all students, especially marginalized groups. These thoughts helped shape their conceptualizations of effective school leadership as an alternative to traditional canons. Their leadership ‘model’ afforded them the ethical latitude to challenge the political sociocultural structure of ‘minimum competency’ standards to afford their students ‘high performance’ school communities. The findings also highlighted traditional leadership programs as ineffective and irrelevant for preparing aspirants to affect substantive changes in contextualized school environments, particularly when the classroom discourse obfuscates issues of equity, race, class, and cultural diversity. Furthermore, the findings revealed participants’ practices, undergirded with moral imperative, humanism, and social justice perspectives, were strategically implemented to dismantle unjust structures. In so doing, they were able to provide students equitable school conditions that allowed them to learn to their highest capacities. Indeed there is the urgent need to include race, ethnic, class, and culturally diverse perspectives in program preparations, policies, and theoretical paradigms to help shape how we think and thus practice school leadership.

This dissertation explores the memories and motivations of women who helped mold Pan-African cultural nationalism through challenging, refining, and reshaping organizations influenced by Kawaida, the black liberation philosophy that gave rise to Kwanzaa. This study focuses on female advocates in the Us Organization, Committee for a Unified Newark and the Congress of African People, the East, and Ahidiana. Emphasizing the years 1965 through the mid-to-late 1980s, the work delves into the women’s developing sense of racial and gender consciousness against the backdrop of the Black Power Movement. The study contextualizes recollections of women within the groups’ growth and development, ultimately tracing the organizations’ weakening, demise, and influence on subsequent generations. It examines female advocates within the larger milieu of the Civil Rights Movement’s retrenchment and the rise of Black Power. The dissertation also considers the impact of resurgent African-American nationalism, global independence movements, concomitant Black Campus, Black Arts, and Black Studies Movements, and the groups’ struggles amidst state repression and rising conservatism. Employing oral history, womanist approaches, and primary documents, this work seeks to increase what is known about female Pan-African cultural nationalists. Scholarly literature and archival sources reflect a dearth of cultural-nationalist women’s voices in the historical record. Several organizational histories have included the women’s contributions, but do not substantially engage their backgrounds, motives, and reasoning. Although women were initially restricted to “complementary” roles as helpmates, they were important in shaping and sustaining Pan-African cultural-nationalist organizations by serving as key actors in food cooperatives, educational programs, mass communications pursuits, community enterprises, and political organizing. As female advocates grappled with sexism in Kawaida-influenced groups, they also developed literature, programs, and organizations that broadened the cultural-nationalist vision for ending oppression. Women particularly helped reformulate and modernize Pan-African cultural nationalism over time and space by resisting and redefining restrictive gender roles. As such, they left a legacy of “kazi leadership” focused on collectivity, a commitment to performing the sustained work of bringing about black freedom, and centering African and African-descended people’s ideas and experiences.