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Journal articles on the topic 'Black leaders'

Author: Grafiati

Published: 1 July 2021

Last updated: 8 February 2022

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1

Miller, Paul, and Christine Callender. "Black leaders matter." Journal for Multicultural Education 12, no. 2 (June 11, 2018): 183–96. http://dx.doi.org/10.1108/jme-12-2016-0063.

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Purpose The purpose of this study is to evaluate factors that contribute to black male school leaders’ career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers. Design/methodology/approach The headteachers’ professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England. Findings This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, “White sanction” (Miller, 2016) has played a significant role in career entry and early career development. Furthermore, participants experience both limiting and facilitating structures as they negotiated their roles into headship and as headteachers. Limiting structures are those which constrain or hinder progression into leadership, whilst facilitating structures enabled participants to navigate and negotiate gendered racism, make progress in their careers and achieve success in their respective roles. Both limiting and facilitating structures include personal agency and contextual factors. Research limitations/implications The paper also makes the point that more research is needed on current BME school leaders to examine the factors that motivate and enable them. Additionally, more research is needed on the limiting and facilitating structures identified in this study and on the potential generational differences that may exist between more established and newly appointed male BME school leaders. Studying generationally different school leaders may help to illuminate the salience of race and racism across an increasingly diverse population. Practical implications Furthermore, this paper also suggests that more BME school leaders are needed, thereby making the leadership teams of schools more representative, as well as raising aspirations and interest among BME teachers and therefore making black leadership sustainable. Originality/value This paper is an original piece of research that adds fresh insights into not only how black school leaders get into teaching and leadership but also significantly what keeps them there.

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Watson, Terri N., and Gwendolyn S. Baxley. "Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork." Journal of School Leadership 31, no. 1-2 (January 2021): 142–57. http://dx.doi.org/10.1177/1052684621993085.

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Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

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Curtis, Sharon. "Black women’s intersectional complexities." Management in Education 31, no. 2 (April 2017): 94–102. http://dx.doi.org/10.1177/0892020617696635.

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Recent educational literature has produced a plethora of gendered experiences encountered by women working towards leadership positions in education. Gender plays a complex role that shapes the relationship between perceived ideals of womanhood and leadership. This paper focuses on the variations in leadership and management distributed in the early years and the competencies needed in areas of socio-economic deprivation. The paper has focused on the findings taken from a research study (2014) that involved the lived experience of eight black women leaders within the UK. The study by Curtis (published 2014, see text for details) highlights a number of demanding complexities that do include gendered assumptions relating to the role of leadership within educational establishments. These issues pertain to certain identifying factors, such as a leader’s accent or choice of dress and traditional hairstyles (e.g. braids, afro, dreads or weaves). Alongside women’s choice of food, including any personal dietary requirements linked to religious beliefs, are areas that identify black women leaders with identities separate from those dominant within society. Such ideals may include a prescriptive view of women as leaders. The road to leadership demands a crescendo of shared voices and visions that support the diversity in the expression of women’s values, shaped by their perception, intuitive lenses, worldviews and lived experiences. This paper is intended to present black women’s intersections as one in which black women share skilfully their biculturalism and their abilities to act as a bridge for others sharing their cultural competencies.

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Johnson, Rhoda E., Leon F. Litwack, and August Meier. "Black Leaders of the Nineteenth Century." Contemporary Sociology 18, no. 1 (January 1989): 29. http://dx.doi.org/10.2307/2071912.

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Ogunbawo, Dolapo. "Developing Black and Minority Ethnic Leaders." Educational Management Administration & Leadership 40, no. 2 (January 18, 2012): 158–74. http://dx.doi.org/10.1177/1741143211427983.

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Pitre, Merline, Alwyn Barr, and Robert A. Calvert. "Black Leaders: Texans for Their Times." Journal of American History 74, no. 2 (September 1987): 527. http://dx.doi.org/10.2307/1900088.

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Blight, David W., Leon Litwack, and August Meier. "Black Leaders of the Nineteenth Century." Journal of American History 76, no. 3 (December 1989): 930. http://dx.doi.org/10.2307/2936477.

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Harrold, Stanley, Leon Litwack, and August Meier. "Black Leaders of the Nineteenth Century." Journal of Southern History 55, no. 4 (November 1989): 717. http://dx.doi.org/10.2307/2209063.

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9

Lac, Van T., and Gwendolyn S. Baxley. "Race and Racism: How Does an Aspiring Social Justice Principal Support Black Student Leaders for Racial Equity Among a Resistant White Staff." Journal of Cases in Educational Leadership 22, no. 1 (July 4, 2018): 29–42. http://dx.doi.org/10.1177/1555458918785655.

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The leaders of the Black Student Union (BSU) at Liberty High School share their school climate and culture survey with Ms. Nguyen, their Asian American principal. Black youth leaders reveal a hostile and unwelcoming climate in the form of anti-blackness for Black students at a school staffed with primarily white teachers. BSU students request to share their findings with the entire school staff. The question remains how Ms. Nguyen, a principal who has the aspirations of a social justice leader and the desire to incorporate the voices of marginalized groups at her school, navigates a challenging context where white teaching staff exhibit resistance to creating social change at Liberty High.

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Logan, Trevon D. "Do Black Politicians Matter? Evidence from Reconstruction." Journal of Economic History 80, no. 1 (January 20, 2020): 1–37. http://dx.doi.org/10.1017/s0022050719000755.

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This paper exploits the history of Reconstruction after the American Civil War to estimate the effect of politician race on public finance. While the effect of black politicians is positive and significant, black officials may be endogenous to electoral preferences for redistribution. I therefore use the number of free blacks in the antebellum era (1860) as an instrument for black political leaders during Reconstruction. Instrumental variables (IV) estimates show that an additional black official increased per capita county tax revenue by $0.20, more than an hour’s wage at the time. The effect was not persistent, however, disappearing entirely once black politicians were removed from office at Reconstruction’s end. Consistent with the stated policy objectives of black officials, I find positive effects of black politicians on land tenancy and black literacy. These results suggest that black political leaders had large effects on public finance and individual outcomes over and above electoral preferences.

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Avery, Derek R., Patrick F. McKay, and Sabrina D. Volpone. "Are Black Leaders "Color Safe"? The Impact of Leader Race on Organizational Stigma." Academy of Management Proceedings 2015, no. 1 (January 2015): 14504. http://dx.doi.org/10.5465/ambpp.2015.14504abstract.

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Bass, Lisa, and Kendrick Alston. "Black Masculine Caring and the Dilemma faced by Black Male Leaders." Journal of School Leadership 28, no. 6 (November 2018): 772–87. http://dx.doi.org/10.1177/105268461802800604.

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The status of Black males in schools and society continues to be concerning, as Black males appear to fall behind other groups in almost every arena, particularly educationally, socially, and professionally. Yet despite their social standing, Black male administrators are often placed in, and have taken on, the charge to serve in high need schools where they oversee the education of Black males and other disadvantaged students. Therefore, there are many Black male students who have Black male administrators. This places them in a position to make a difference in lives of the Black male students and the other students they serve from less privileged backgrounds. This conceptual article discusses the professional challenges faced by Black male leaders and how they choose to lead schools despite these challenges. Tenants of the Black Masculine Caring (BMC) framework are introduced which illuminate ways in which Black male administrators practice interpersonal and institutional care, and how the way they care for students impacts school culture and climate. This article contributes to the literature on school leadership, as all school leaders, regardless of their race, or the race of their students, are expected to maintain positive school cultures and climates in which students are emotionally supported (Blankstein, 2004; Murphy and Torre, 2014). Implications for educational administrators are discussed.

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Kasianiuk, Krzysztof. "White box, black box and self-organization." Kybernetes 45, no. 1 (January 11, 2016): 126–40. http://dx.doi.org/10.1108/k-02-2015-0057.

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Purpose – The purpose of this paper is to present two system identification models – “white box” and “black box” – as useful tools that help understand self-organization processes within and outside the organizations facilitated by leaders. Every leader is presented as a “systems designer” who plays a fundamental role in the process of self-organization, both within and outside the organization under study. Design/methodology/approach – First, “white box” and “black box” system identification models are presented as a basis for an integrated model of the “system” and its “environment.” Next, the ideas of “closed” and “open” systems as the prerequisites of self-organization processes are described. Finally, two basic leadership tactics as well as their combination are characterized and discussed. Findings – Two system identification models give a complementary view to the reality, as they combine both reductionist and holistic perspectives. The argument presented in the paper shows that there is a far reaching complementarity of the two system identification models. Practical implications – Since leaders need to comprehend complex adaptive processes taking place in the organizations and in their environment, they search for the best strategy to approach this task. The tactics presented in the paper could serve as a cognitive tools that help approach the reality leaders are immersed in. Originality/value – The paper utilizes two categories that are well recognized in systems theory and cybernetics, combines them with the idea of self-organization and puts it all in the context of leadership. It provides an integrated, yet relatively simple cognitive scheme that may be of theoretical and practical use.

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Jarvis, Shoshana N., and Jason A. Okonofua. "School Deferred: When Bias Affects School Leaders." Social Psychological and Personality Science 11, no. 4 (October 10, 2019): 492–98. http://dx.doi.org/10.1177/1948550619875150.

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In the classroom, Black students are disciplined more frequently and more severely for the same misbehaviors as White students. Though teachers have influence over disciplinary actions, the final decisions for exclusionary discipline (i.e., suspensions and expulsions) are principals’ responsibility. We test how principals make disciplinary decisions in a preregistered experiment. Principals endorsed more severe discipline for Black students compared with White students across two time points. Further, this discipline severity was explained through Black students being more likely to be labeled a troublemaker than White students. Future efforts should focus on principals in order to mitigate the negative impacts of the school-to-prison pipeline.

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Levine, David P. "The Birth of the Citizenship Schools: Entwining the Struggles for Literacy and Freedom." History of Education Quarterly 44, no. 3 (2004): 388–414. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00015.x.

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In a 1981 interview, civil rights leader Andrew Young commented, “If you look at the black elected officials and the people who are political leaders across the South now, it's full of people who had their first involvement in civil rights in the Citizenship Training Program.” Informally known as Citizenship Schools, this adult education program began in 1958 under the sponsorship of Tennessee's Highlander Folk School, which handed it over to the Southern Christian Leadership Conference (SCLC) in 1961. By the time the project ended in 1970, approximately 2500 African Americans had taught these basic literacy and political education classes for tens of thousands of their neighbors. The program never had a high profile, but civil rights leaders and scholars assert that it helped to bring many people into the movement, cultivated grassroots leaders, and increased black participation in voting and other civic activities.

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Gibson, Taji L., and Janet R. Decker. "Failure to Focus on the Discipline of Black Girls: Encouraging School Leaders to Initiate Conversations." Journal of Cases in Educational Leadership 22, no. 4 (August 29, 2019): 80–98. http://dx.doi.org/10.1177/1555458919869760.

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Although increasing attention has been given to the disproportionate discipline of Black students in general, the specific needs of Black girls have often been overlooked. This article encourages school leaders to analyze how discipline policies are often problematic for Black girls. The article provides a case narrative to illustrate the issue and describes current discipline policy trends. The article recommends school leaders attend not only to implicit biases, but also to their legal requirements to protect Black girls from uneven, culturally biased practices. The article concludes with “Teaching Notes” instructing leaders how to hold courageous conversations to support Black girls.

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Bemis, Michael F. "Sources: Black American Military Leaders: A Biographical Dictionary." Reference & User Services Quarterly 47, no. 3 (March 1, 2008): 282. http://dx.doi.org/10.5860/rusq.47n3.282.

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Ward, Wanda E., T. Bridgett Perry, Jon Woltz, and Estrellita Doolin. "Delay of Gratification among Black College Student Leaders." Journal of Black Psychology 15, no. 2 (February 1989): 111–28. http://dx.doi.org/10.1177/00957984890152004.

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Jefferies, Keisha, Megan Aston, and Gail Murphy. "Black Nurse Leaders in the Canadian Healthcare System." Canadian Journal of Nursing Leadership 31, no. 4 (December 31, 2018): 50–56. http://dx.doi.org/10.12927/cjnl.2019.25756.

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Johnson, Timothy J. "Book Review: Black Religious Leaders: Conflict in Unity." Review & Expositor 90, no. 2 (May 1993): 325–26. http://dx.doi.org/10.1177/003463739309000238.

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Field, Richard H. G. "Leaders as stars, pulsars, quasars, and black holes." Business Horizons 32, no. 3 (May 1989): 60–64. http://dx.doi.org/10.1016/0007-6813(89)90010-4.

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22

Maylor, Uvanney. "Black supplementary school leaders: Community leadership strategies for successful schools." Management in Education 34, no. 4 (August 25, 2020): 132–40. http://dx.doi.org/10.1177/0892020620949543.

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Long established in the United Kingdom, Black supplementary schools are valued by Black parents for their ability to nurture the academic potential of Black students and achieve positive educational outcomes where mainstream schools sometimes fail. Through exploratory qualitative interviews conducted with a small group of African-Caribbean supplementary school leaders, this article seeks to understand Black supplementary school leaders’ perceptions of educational leadership and supplementary school success. Utilising Yosso’s perspective on ‘community cultural wealth’, in particular the ways in which Black communities provide and are rich in cultural/educational resources, the article examines the extent to which the leadership perceptions of Black supplementary school leaders are rooted in notions of community and serving, along with the leadership strategies they employ in creating successful schools. Such insights are especially important at a time when mainstream education continues to deliver poor educational outcomes for Black students.

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THACKER, RUSSELL S., and SYDNEY FREEMAN. "“When I Show Up”: Black Provosts at Predominantly White Institutions." Harvard Educational Review 91, no. 2 (June 1, 2021): 157–78. http://dx.doi.org/10.17763/1943-5045-91.2.157.

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Representations of Black leaders in the provost position are few, which speaks to historic views on Black intellectualism, barriers to administrative service, and a lack of professional networks and mentors. In this essay, Russell S. Thacker and Sydney Freeman Jr. examine the lived experiences of thirteen current and former Black provosts at predominantly White institutions and outline strategies to help other aspiring leaders of color prepare for senior administrative positions in higher education. They highlight the unique barriers faced in the preparation and service of Black provosts and also reveal positive evidence that institutions are increasingly open to the diverse backgrounds and contributions brought by leaders of color.

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Schneider, D., M. R. Greenberg, and D. Choi. "Black leaders' perceptions of the year 2000 public health goals for black Americans." American Journal of Public Health 83, no. 8 (August 1993): 1171–73. http://dx.doi.org/10.2105/ajph.83.8.1171.

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Jefferies, Keisha, Lisa Goldberg, Megan Aston, and Gail Tomblin Murphy. "Understanding the invisibility of black nurse leaders using a black feminist poststructuralist framework." Journal of Clinical Nursing 27, no. 15-16 (July 23, 2018): 3225–34. http://dx.doi.org/10.1111/jocn.14505.

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Hargons, Candice, Della Mosley, Jameca Falconer, Reuben Faloughi, Anneliese Singh, Danelle Stevens-Watkins, and Kevin Cokley. "Black Lives Matter: A Call to Action for Counseling Psychology Leaders." Counseling Psychologist 45, no. 6 (August 2017): 873–901. http://dx.doi.org/10.1177/0011000017733048.

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Police brutality and widespread systemic racism represent historical and current sources of trauma in Black communities. Both the Black Lives Matter movement and counseling psychology propose to confront these realities at multiple levels. Black Lives Matter seeks to increase awareness about systemic racism and promote resilience among Black people. Counseling psychology states values of multiculturalism, social justice, and advocacy. Executive leadership in counseling psychology may seek to promote racial justice, yet struggle with how to participate in Black Lives Matter movements and address racial discrimination within larger systems spontaneously and consistently. However, counseling psychology trainees and professionals are actively involved in the Black Lives Matter movement, leading the way forward. Through the framework of spontaneity in social movements, this manuscript highlights what counseling psychologists are currently contributing to Black Lives Matter and makes recommendations that build on the opportunity counseling psychologists have for further involvement in the movement.

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Benjamin, Andrea. "Coethnic Endorsements, Out-Group Candidate Preferences, and Perceptions in Local Elections." Urban Affairs Review 53, no. 4 (April 25, 2016): 631–57. http://dx.doi.org/10.1177/1078087416644840.

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Black and Latino voters support coethnic candidates at high rates in local elections. What is less clear is how Black and Latino voters respond to out-group candidates when they do not have the option to support a coethnic candidate. I posit that when race and ethnicity become salient in a campaign, endorsements from Black and Latino leaders and organizations increase support of out-group candidates among Blacks and Latinos. I find that this hypothesis is strongly supported among Blacks. However, the same is not true for Latinos, most likely because of the political heterogeneity of the group. Using data from a survey experiment, I show that Black endorsements of minority out-group candidates are persuasive for Blacks, while comparable endorsements from Latinos are not as influential among Latinos.

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Turner, Robin L. "Traditional, Democratic, Accountable? Navigating Citizen-Subjection in Rural South Africa." Africa Spectrum 49, no. 1 (April 2014): 27–54. http://dx.doi.org/10.1177/000203971404900102.

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Nearly two decades after South Africa's democratization, questions of tradition and accountability continue to trouble the polity as more than 14 million black South Africans remain subject to state-recognized, so-called “traditional” leaders – kings, queens, chiefs and regents. This article deepens our understanding of contemporary governance by exploring the agency of these citizen-subjects through close examination of traditional leaders’ strategies and citizen-subjects’ mobilizations in four rural localities. These cases illustrate how citizen-subjects are working with, against and through traditional leaders and councils, hybrid organizations and independent groups to pursue community development and effective, accountable governance, and show how the present governance framework enables traditional leaders to block or undermine collective initiatives. In drawing attention to citizen-subjects’ agency and their difficulties in holding traditional leaders accountable, this analysis of contemporary traditional governance underscores the need for further democratizing reforms.

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Gerloff, Roswith. "RAISING THE PROFILE OF BLACK WOMEN LEADERS IN COMMUNITY." International Review of Mission 89, no. 354 (July 2000): 338–40. http://dx.doi.org/10.1111/j.1758-6631.2000.tb00211.x.

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Wilson, Michele, and John Lynxwiler. "The Federal Government and the Harassment of Black Leaders." Journal of Black Studies 28, no. 5 (May 1998): 540–60. http://dx.doi.org/10.1177/002193479802800502.

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Ashraf, Fahmida. "Black and Minority Ethnic Leaders in the Health Sector." Journal of Psychological Issues in Organizational Culture 3, S1 (May 2013): 104–14. http://dx.doi.org/10.1002/jpoc.21068.

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Bush, Tony, Derek Glover, and Krishan Sood. "Black and minority ethnic leaders in England: a portrait." School Leadership & Management 26, no. 3 (July 2006): 289–305. http://dx.doi.org/10.1080/13632430600737140.

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McFeely, William S. "Black Leaders of the Nineteenth Century (review)." Civil War History 35, no. 3 (1989): 266–67. http://dx.doi.org/10.1353/cwh.1989.0044.

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Tolbert-Robinson, Kelly Verdelle. "Black Nurses Rock: Leaders in Caring for Our Communities." Creative Nursing 25, no. 4 (November 1, 2019): 299–301. http://dx.doi.org/10.1891/1078-4535.25.4.299.

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A nurse leader who is president of the Twin Cities Chapter of Black Nurses Rock, the largest minority nursing association in the country, recounts her journey to professional nursing and the leadership positions and experiences that have been the most passionate part of her career.

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Cook, Courtney. "Towards a Fairer Future." Girlhood Studies 13, no. 2 (June 1, 2020): 52–68. http://dx.doi.org/10.3167/ghs.2020.130206.

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In the study on which this article is based, I examine the correlation between the number of Black girls in leadership programs and the number of Black female leaders in nonprofit organizations. I carried out research on Black girl leadership to understand the shortcomings of programs meant to teach Black girls appropriate leadership skills and I conducted interviews with female leaders to determine the hurdles faced by Black women trying to obtain leadership roles in the nonprofit sector. My findings show that there is a disconnect between Black and white women in leadership roles and that impediments for Black women affect leadership prospects for Black girls. This article is a call to create an activist model that supports the professional trajectories of Black girls.

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Young, Lindsay E., and John A. Schneider. "The Co-Evolution of Network Structure and PrEP Adoption among a Large Cohort of PrEP Peer Leaders: Implications for Intervention Evaluation and Community Capacity-Building." International Journal of Environmental Research and Public Health 18, no. 11 (June 4, 2021): 6051. http://dx.doi.org/10.3390/ijerph18116051.

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Background: Peer leader interventions are effective strategies for promoting prevention behaviors in communities at risk for HIV, yet little is known about their effects on the social and behavioral dynamics of peer leaders themselves. Methods: Using data from PrEP Chicago, an RCT PrEP for prevention intervention for young Black MSM (YBMSM), we apply stochastic actor-based models to longitudinally model the impact of study participation on the online friendship and PrEP adoption dynamics among a network of peer leaders (n = 174) and a network of control group counterparts (n = 166). Results: Peer leaders assigned to the same leadership training workshop were more likely to form new Facebook friendships with one another, whereas control participants assigned to the same attention control workshop were no more or less likely to form new friendships. Further, peer leaders with greater PrEP intentions and those living with HIV were more active in forming new friendships with other peer leaders, effects not found in the control network. PrEP adoption was not influenced by network dynamics in either group. Conclusions: The implications of these findings are discussed through the lens of community-capacity building and the role that peer leader interventions and the networks they engage can impact public health.

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Bass, Lisa R. "Black Male Leaders Care Too: An Introduction to Black Masculine Caring in Educational Leadership." Educational Administration Quarterly 56, no. 3 (May 14, 2019): 353–95. http://dx.doi.org/10.1177/0013161x19840402.

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Background: This study addresses the leadership of African American male leaders and their operationalization of the ethic of care in their practice by analyzing the educational leadership of African American men through an ethic of care lens. Purpose: The purpose of this article is to simultaneously remind readers of the importance of caring in schools, while discussing the caring styles of Black males in leadership. Research Design: This study examined the lived experiences of 10 African American male administrators to understand their perceptions of caring leadership. The phenomenon of interest was investigated using qualitative, exploratory study methodology to facilitate the collection of rich data that tells the stories of the participants. The themes discovered during the focus group were used during the one-on-one interviews to probe deeper into the issues and evaluate the consistency of the themes. Striking similarities that fit logically into themes emerged in the data from the focus group and the individual interviews. Findings: The themes that emerged from this study did not support the stereotype so often set forth regarding Black male leadership. The major emergent themes were: Black male leaders cared and liked being associated with caring, they felt they had to mask their caring nature because of societal expectations, they view themselves as father figures, they strongly identify and connect with a sense of spirituality, they believe that action must follow caring, and they practice “rough love” as care. Conclusion: The core foundational principles of Black Masculine Caring include a framework that acknowledges Black men have the capacity to care, and often care deeply. Black men’s capacity to care depends on their prior experience as Black men. The caring exhibited by Black men is influenced by their culture, and caring demonstrated by Black men is often misunderstood or misinterpreted.

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Masters, Roger D. "Differences in Responses of Blacks and Whites to American Leaders." Politics and the Life Sciences 13, no. 2 (August 1994): 183–94. http://dx.doi.org/10.1017/s0730938400018360.

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How do members of different ethnic or racial groups differ in their responses to the same political events? Previous research has shown that when leaders are seen on television, the viewers' episodic emotional and cognitive responses can influence their attitudes and subsequent voting behavior. In an experimental replication, using excerpts of all candidates in the 1988 American presidential election, episodic emotions elicited by facial displays were again found to produce positive attitude change in white viewers. For blacks, however, the emotions felt while watching leaders—including Jesse Jackson and Michael Dukakis, who elicited highly favorable responses—did not influence posttest attitudes. This contrast between black and white viewers' emotions and attitudes differs from the effects of nonverbal behavior associated with personality or gender. These findings suggest that nonconscious factors may play an important role in the way blacks perceive and react within the American political system.

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Laborde, Danielle J., Kathryn Magruder, Joanne Caye, and Theodore Parrish. "Feasibility of Disaster Mental Health Preparedness Training for Black Communities." Disaster Medicine and Public Health Preparedness 7, no. 3 (June 2013): 302–12. http://dx.doi.org/10.1001/dmp.2012.18.

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AbstractObjectivesTo test the feasibility of developing evidence-based mental health training to build capacity to respond to natural disasters in black communities and the adaptation of a train-the-trainer (TTT) model for black community leaders and clinical providers in distressed areas at risk of natural disasters.MethodsA core curriculum was developed based on a training needs assessment and resource review. Participants were recruited using network sampling in eastern North Carolina. The core curriculum was tested for usability, revised, and then pilot tested among five mental health providers. Three of the five were trained to lead one-day workshops tailored for black community leaders and clinical providers. Process data were collected, and workshop participants completed posttraining knowledge tests, evaluation forms, and debriefing focus groups.ResultsTen providers and 13 community leaders pilot tested the training. Posttest knowledge scores were generally higher among clinical providers. Perceived effectiveness of training was higher among community-based organization leaders than clinical providers. Evaluations indicated that the workshop components were culturally relevant and well received by all participants. We identified ways to facilitate recruitment, provide optional e-learning, evaluate effectiveness, and extend trainer support in future field trials.ConclusionThe curriculum and TTT model provide culturally competent disaster mental health preparedness training for black communities. (Disaster Med Public Health Preparedness. 2013;7:302-312)

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Pichon, Latrice C., Terrinieka Williams Powell, Andrea Williams Stubbs, Nicole Becton-Odum, Siri Ogg, Trisha Arnold, and Idia B. Thurston. "An Exploration of U.S. Southern Faith Leaders’ Perspectives of HIV Prevention, Sexuality, and Sexual Health Teachings." International Journal of Environmental Research and Public Health 17, no. 16 (August 8, 2020): 5734. http://dx.doi.org/10.3390/ijerph17165734.

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Reducing human immunodeficiency viruses (HIV) and acquired immune deficiency syndrome (AIDS) racial/ethnic disparities in the Deep South has been a critical objective of the U.S. National HIV/AIDS Strategy. This finding, originally published in 2010 by the Office of National AIDS Policy, serves as a complement to the Health and Human Resources and Services Administration’s Ending the HIV Epidemic (EtHE): A Plan for America. The EtHE plan, released in 2019, emphasizes community stakeholder involvement to achieve the planning goals of decreasing new HIV infections in key U.S. geographic areas. According to the plan, an important stakeholder is faith leaders, especially around stigma reduction. This paper focuses on a community–academic research partnership’s exploration of southern Black faith leaders’ teaching perspectives regarding HIV prevention, sexuality, and sexual health in predominantly Black congregations in Memphis, Tennessee. The partnership conducted four focus groups using a semi-structured discussion interview. Any adult faith leader involved in ministry work in a predominantly Black church was eligible to participate in the discussion. A total of 26 faith leaders with a mean age of 54, representing four Christian denominations, consented to participate in the study. Emerging themes included: (1) restriction of scripture to teach prevention and address sexuality, (2) role of secrecy and silence in living with HIV, and (3) impact of the stigma of HIV and sexuality. Findings may inform nationwide jurisdictional implementation plans, particularly for faith-based interventions in southern churches working toward ending the HIV epidemic.

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Hotchkins, Bryan, and Jon McNaughtan. "Examining the continuum of Black student leadership: From community to college and beyond." education policy analysis archives 29 (March 29, 2021): 42. http://dx.doi.org/10.14507/epaa.29.4695.

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This qualitative comparative case study examines the leadership involvement of 11 Black collegians and how they make sense of enacting transgenerationally informed knowledge(s) as racial socialization to navigate a predominantly White institution (PWI) campus. Findings indicated participants used elder communal instruction and parental home pedagogy to inform what it means to be leaders who enact social justice while Black. Emergent themes were: 1) Collective Definition; and 2) Self-sacrifice. Participants indicated parents and elders racially socialized them to be self-sacrificing leaders who used values, respect, and honor to preserve Black culture, people, and traditions. Racial socialization processes influenced students to become leaders who built and sustained Black college communities by being resilient. Participants acknowledged that although resiliency was important there was added value in practicing racial resistance, which allowed for exposing racially threatening oppositions and identify acts of racism that were menacing.

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Davidson, Christina Cecelia. "Black Protestants in a Catholic Land." New West Indian Guide 89, no. 3-4 (2015): 258–88. http://dx.doi.org/10.1163/22134360-08903053.

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The African Methodist Episcopal (AME) Church, a black Church founded in the United States in 1816, was first established in eastern Haiti when over 6,000 black freemen emigrated from the United States to Hispaniola between 1824 and 1825. Almost a century later, the AME Church grew rapidly in the Dominican Republic as West Indians migrated to the Dominican southeast to work on sugar plantations. This article examines the links between African-American immigrant descendants, West Indians, and U.S.-based AME leaders between the years 1899–1916. In focusing on Afro-diasporic exchange in the Church and the hardships missionary leaders faced on the island, the article reveals the unequal power relations in the AME Church, demonstrates the significance of the southeast to Dominican AME history, and brings the Dominican Republic into larger discussions of Afro-diasporic exchange in the circum-Caribbean.

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Castro, Eliana, Cierra B. Presberry, and Terah T. Venzant Chambers. "Twelve YearsUnslaved: Lessons From Reconstruction andBrownfor Contemporary School Leaders." Journal of Research on Leadership Education 14, no. 4 (September 26, 2019): 308–30. http://dx.doi.org/10.1177/1942775119878465.

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This conceptual analysis centers two historical periods in which Black communities in the United States secured educational rights for themselves in spite of (not because of) intervention from the federal government. Drawing from the Critical Race Theory, the authors argue that Reconstruction and the post-Brown era offer valuable lessons for school leaders today about the ability—and even need—to operate autonomously from formal channels. The authors feature lessons from Reconstruction and Brown regarding self-reliance, community control, and the hard-won victories whose benefits extended far beyond the Black community itself. The authors conclude with implications for school leaders.

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Schneider, Dona. "Low priorities for black american leaders: Environmental and occupational health." Environmentalist 13, no. 1 (March 1993): 41–46. http://dx.doi.org/10.1007/bf01905502.

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Roysircar, Gargi, Ashland Thompson, and Melissa Boudreau. "“Born Black and Male”: Counseling leaders’ self-discovery of strengths." Counselling Psychology Quarterly 30, no. 4 (April 19, 2016): 343–72. http://dx.doi.org/10.1080/09515070.2016.1172204.

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Onyuku-Opukiri, Fidelia. "RAISING THE PROFILE OF BLACK WOMEN LEADERS IN THE COMMUNITY." International Review of Mission 89, no. 354 (July 2000): 341–42. http://dx.doi.org/10.1111/j.1758-6631.2000.tb00212.x.

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BARNETT, BERNICE McNAIR. "INVISIBLE SOUTHERN BLACK WOMEN LEADERS IN THE CIVIL RIGHTS MOVEMENT:." Gender & Society 7, no. 2 (June 1993): 162–82. http://dx.doi.org/10.1177/089124393007002002.

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Prier, Darius D. "Situating Educational Leaders as Prophetic Critics in Black Popular Culture." Equity & Excellence in Education 50, no. 1 (January 2, 2017): 41–52. http://dx.doi.org/10.1080/10665684.2016.1250236.

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Jernigan, Quintara A., Manuel C. Dudley, and Bryle Henderson Hatch. "Mentoring Matters: Experiences in Mentoring Black Leaders in Higher Education." New Directions for Adult and Continuing Education 2020, no. 167-168 (September 2020): 43–57. http://dx.doi.org/10.1002/ace.20397.

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Elfman, Lois. "New Search Firm Helps Identify and Guide Black College Leaders." Women in Higher Education 25, no. 5 (May 2016): 6–10. http://dx.doi.org/10.1002/whe.20308.

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