Prelims

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UNDERSERVED POPULATIONS AT HISTORICALLY BLACK COLLEGES AND UNIVERSITIES

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DIVERSITY IN HIGHER EDUCATION

Series Editor: Henry T. Frierson

Recent Volumes:

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DIVERSITY IN HIGHER EDUCATION VOLUME 21

UNDERSERVED POPULATIONS AT HISTORICALLY BLACK COLLEGES AND UNIVERSITIES: THE PATHWAY TO DIVERSITY, EQUITY, AND INCLUSION

EDITED BY

CHERON H. DAVIS

Florida A&M University, USA

ADRIEL A. HILTON

Seton Hill University, USA

DONAVAN L. OUTTEN

Webster University, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2019

Copyright © 2019 Emerald Publishing Limited

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78754-841-1 (Print)

ISBN: 978-1-78754-840-4 (Online)

ISBN: 978-1-78754-842-8 (Epub)

ISSN: 1479-3644 (Series)

About the Editors

Cheron H. Davis is Assistant Professor of Reading Education at Florida A&M University’s College of Education, Florida, USA, and Co-Research Director for North Florida Freedom Schools (NFFS), a Children’s Defense Fund Freedom Schools® Partner. Her research interests include teacher preparation at historically Black colleges and universities, multicultural reading pedagogy, the promotion of equity and justice through literacy, and early literacy intervention techniques. Dr Davis was named the 2017–2018 Florida A&M University Innovative Teaching Award winner and was awarded the Marguerite Cogorno Radencich Award for Outstanding Teacher Educator in Reading by the Florida Reading Association. She is an alumna of the 2015 cohort of Penn Center for Minority Serving Institutions’ ELEVATE Fellows, the American Association of Blacks in Higher Education (AABHE) Leadership and Mentoring Institute (LMI), and the Asa G. Hilliard III & Barbara A. Sizemore Research Course on African Americans and Education.

Adriel A. Hilton is Dean of Students and Diversity Officer at Seton Hill University in Greensburg, Pennsylvania. Recently, he served as Director of Webster University Myrtle Beach Metropolitan Extended Campus, USA. As the Chief Administrative Officer, he was charged with implementing programs and policies to achieve Webster University’s overall goals and objectives at the Extended Campus.

Donavan L. Outten is Associate Vice President of Academic Affairs at Webster University, Missouri, USA, where he is responsible for the extended campus network. He is a powerful Trainer, Consultant, Educator, and Administrator with over 20 years’ experience, and as a Senior Higher Education Consultant, he helps colleges and universities develop focused comprehensive, executable strategies to enhance teaching, learning, assessment, analytics, and education administration. He has worked with numerous institutions to support their enrollment management, improve student learning outcomes and retention, and manage and implement institutional change.

About the Contributors

Benjamin Ola Akande is Senior Adviser to the Chancellor and Director of the Africa Initiative at Washington University in St. Louis. Akande currently serves as Vice Chair of the Board of Argent Capital, a $4 billion asset management company. He is a Nigerian-born American, a respected Economist, Scholar, and Global Consultant to Fortune 500 companies and institutions. Akande served as the 21st President of Westminster College in Fulton, Missouri, from 2015 to 2017, where he made substantial gains in developing the infrastructure necessary for the college’s long-term sustainability. As tenured Professor of Economics and Dean of the George Herbert Walker School of Business and Technology at Webster University in St. Louis from 2000 to 2015, Akande is credited with building the school’s reputation and positioning it as a globally relevant business school. Akande holds a PhD in Economics from the University of Oklahoma and completed post-doctoral studies at JFK School of Government, Harvard University, and Saïd Business School, Oxford University.

Grover Bailey served as Editor and Co-Publisher of Dimensions News, a monthly tabloid dedicated to education, the arts and politics (1999–2010). In 2012, he founded Global Impact Media to help discover and assist writers with editing, and marketing as independent publishers.

Tiffany Fountaine Boykin is Dean of Student Engagement at Anne Arundel Community College in Arnold, Maryland, USA. Her research examines Black graduate student experiences, the role of historically Black colleges and universities, community college student success, and legal aspects of higher education. She also serves as an editorial reviewer for the Journal of College Student Retention and the Journal of Negro Education.

William Broussard is Director of Corporate and Foundation Relations and Lecturer in Language, Literature, and Communications at Elizabeth City State University, North Carolina, USA. He has published journal and magazine articles, op-eds, and book chapters in edited collections, refereed journals, national magazines, and independent newspapers.

Kisha C. Bryan is Assistant Professor of ESL Education in the Department of Teaching & Learning at Tennessee State University, Tennessee, USA. Her research focuses on immigrant identity construction, international education, language acquisition in urban contexts, and ESL teacher preparation. Dr Bryan has been named among TESOL International Association’s 30 Up and Coming. She is a contributing author in Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK-12 Settings (2016) and has published in NCTE’s Voices from the Middle (2017) and The English Journal (2016).

James Burnett is a Sociocultural Ecologist whose research agenda examines and promotes the maintenance of a balance between human adaptation and the physical environment. He has authored over 50 research articles, books, and presentations and designs trauma-informed, academic and at-risk youth mentoring intervention programs such as: Bannock County Idaho and Idaho State University Partnership, The North Carolina Leading Into New Communities and Minnesota State University, Mankato Partnership, The Trotwood Youth Empowerment Center-Urbana University Partnership and The Minnesota State University, Mankato and The St. Peter Day Treatment Program Partnership and the Hope Community Support Program S.E.L.F. Initiative.

Rachel B. Dunbar is Founder and CEO of ReDirect Consulting, Incorporated (RDC, Inc.), an educational consulting firm specializing in industry assessment and program restructuring in order to help clients realize academic and professional excellence. She holds a Master’s degree in Curriculum and Instruction from Teachers College, Columbia University and a Doctorate in Early Childhood Education/Urban Education from Georgia State University. She is a 40 Under 40 Award recipient for The Network Journal and for the American Association for Women in Community Colleges.

Marybeth Gasman is the Judy & Howard Berkowitz Professor in the Graduate School of Education at the University of Pennsylvania, Pennysylvania, USA. She also serves as the Director of the Penn Center for Minority Serving Institutions. Her latest books are Educating a Diverse Nation (Harvard University Press, 2015) and Academics Going Public (Routledge, 2016).

Ramon B. Goings is Assistant Professor of Educational Leadership at Loyola University Maryland, USA. He is the Co-Editor of Graduate Education at Historically Black Colleges and University: A Student Perspective (2016, Routledge Press) and the upcoming book How Obama Changed the Political Landscape (Prager). Dr Goings serves as the Editor-in-Chief of the Journal of African American Males in Education. He was named a 2017 Emerging Scholar by Diverse: Issues in Higher Education and received the 2016 College Board Professional Fellowship.

Simone A. Grier is a Graduate Student studying Community Psychology at Florida A&M University, Florida, USA. Her current research focuses on Social Self-Efficacy and the Sense of Belongingness in Black college students attending a Historical Black College/University.

Alvin Killough is Associate Professor and Distinguished Faculty at the University of Minnesota, Crookston, Minnestoa, USA. He has published over 30 peer reviewed journal articles, book chapters, abstracts and encyclopedia entries, and has an on-going history of senior-level active professional consultancies with major medical centers, the US Substance Abuse and Mental Health Services Administration, the US Department of Defense Congressionally Directed Medical Research Programs, and the US Department of Education’s Institute of Education Sciences.

Eryn Killough is Chief Operating Officer for Diversity2.org, Minnesota, USA, a consultancy firm advising underserved populations too often undervalued, marginalized, or minimized by “culturally unresponsive” patterns of practices and policies. She has co-authored seven peer-reviewed articles and book chapters on ethno-centrism and African-American youth in the educational system in the United States, and conducted workshops on race, ethnicity, and the absence of connectivity between Black and White professionals in the workplace and learning contexts.

Amanda Washington Lockett is PhD Student at the University of Pennsylvania’s Graduate School of Education, Pennsylvania, USA. She is also Research Assistant for the Penn Center for Minority Serving Institutions (CMSI).

Yoruba Taheerah Mutakabbir is Assistant Professor in the Department of Educational Administration and Foundations at Texas Southern University, Texas, USA. Her research interests are primarily related to diversity at HBCUs and the recruitment of non-Black students to HBCUs and she has published Religious Minorities in Education (Routledge, 2016).

Henrietta Williams Pichon is Associate Faculty member in the Educational Leadership and Administration (ELA) Department in the College of Education at New Mexico State University, New Mexico, USA. Her research interests center around access, development, and persistence/success of historically underrepresented groups (e.g., students, faculty, and staff) in higher education.

Erica R. Russell is Licensed Psychologist and Assistant Professor of Psychology at Norfolk State University, Virginia, USA. She serves as a Faculty Advisor and Mentor to undergraduate psychology students and integrates her passion for mentorship, mental health awareness, and culturally relevant pedagogy into the delivery of her FACE IT Initiative. She is an alumna of the Penn Center for Minority Serving Institutions’ ELEVATE Program and the AABHE Leadership and Mentoring Institute (LMI).

Novell E. Tani is Assistant Professor in the Department of Psychology at Florida A&M University, Florida, USA. His research examines how African-American males face adversities from social and cultural influences, how teachers’ perceptions of students from varying demographic backgrounds differ, and the possible effects of perception on students’ academic development.

Maurice C. Taylor is the President for Academic Outreach and Engagement at Morgan State University, Maryland, USA. He is Chair of the Maryland African American Museum Corporation Board of Directors, and Chair of the Prince George’s County Financial Advisory Committee responsible for oversight of the County’s US$50 million Economic Development Incentive Fund.

Andrea L. Tyler is Director of Graduate Students Services and a Research Associate at Tennessee State University, Tennessee, USA. Her research focuses on the experiences of people of color in higher education, specifically graduate students and pre-tenure faculty.

Phyllis Swann Underwood is Senior Research Associate at the Florida Center for Reading Research (FCRR) at Florida State University (FSU), Florida, USA, where she has responsibility for dissemination of Regional Educational Laboratory (REL) – Southeast products and activities.

Larry J. Walker is Researcher and HBCU Advocate. Previously, he was selected as a Congressional Fellow with the Congressional Black Caucus Foundation and also served as the Legislative Director for Congressman Major R. Owens. He is the Co-Editor of Graduate Education at Historically Black Colleges and Universities: A Student Perspective.

Jewell Winn is Senior International Officer, Executive Director for International Programs, Deputy Chief Diversity Officer and Assistant Professor in Educational Leadership at Tennessee State University, Tennessee, USA. She is a graduate of Leadership Nashville, the Maxine Smith Fellows Program, the Millennium Leadership Institute and the American Council on Education’s Spectrum Executive Leadership Program, and she is the founding Executive Director of From the Heart International Education Foundation.

Foreword

This volume of work will be beneficial to the students and faculty in educational leadership and social foundations. It brings into focus critical issues for management, student success, and institutional viability.

It is an important collection of research and narratives that provide insight into the soul and conscience of the HBCU community. While revealing the interrelatedness of all human experiences across the administration, faculty, and student body, it provides critical insight into leadership in a complex culture based upon a foundation of oppression. Collectively, the chapters provide a view of what seems to be an immortal journey toward self-destruction, orchestrated by an invisible hand, if left unaddressed collectively as a community of humans and scholars.

The volume contains research on many of the variables and strategies that are inevitably designed to be the destructive forces to limit educational opportunities for a significant segment of society, the future leaders, not the factory assimilated models that conform to the basic structures of politics and the economy. Leaders are not conformers, they tend to be different and the majority of society often punishes differences rather than embrace them and allow them to develop.

This volume points out the challenges associated with negotiating acceptance of the interconnectedness of all cultures, and the importance of education and identify maintenance over acceptance or blanket assimilation in a cultureless society. It clearly brings to the forefront the shallowness of socially constructed bias in the towers of education and the overall weakness of exclusion based on gender.

Elmira Mangum

Department of Educational Leadership and Counseling, Florida A&M University, USA