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2014 Friday Concurrent Sessions
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8:30 - 9:40am



LMI: Preparing Leaders for the Next Phase of Academic Leadership

Barbara Johnson, Meharry Medical College

Alumni of the Leadership and Mentoring Institute (LMI) will share their insights and experiences. Panelists,representing the faculty and administrative tracks, will discuss the professional and personal value of the LMI. This session is a must for anyone interested in “preparing for the next phase of academic leadership”.



Eight Principles of Leading: Implications for Black Leadership in Higher Education

Bernard Oliver, University of Florida; Kiwanis Burr, University of Florida; Jasmin Ulmer, University of Florida


The role of talent development in preparing new leadership in higher education is a much under studied phenomon. The ascent to senior level leadership for African American academicians is laced with challenges and issues surrounding race, ethnicity, and other strands of diversity.  In this paper, we explore the impact of eight basic principles of leadership posited by Rosen(1996) and their impact on the leadership development of African Americans in higher education.

Learning How to Lean Back, Stand Up, and Lean In.

Richard Okello, Rutgers, The State University of New Jersey; Louis Ward, Rutgers, The State University of New Jersey


Sheryl Sandberg, COO of Facebook, in her book titled "Lean In" situates herself as a female leader in corporate America. In this presentation we attempt to expand upon the theoretical framework presented by Sandberg examining how these principles of believing in one's self, being ambitious, and working hard could be applied to the experiences of African-American leaders in higher education, particularly in the field of student affairs. We will also facilitate a critical discussion focused on strategies higher education and student affairs practitioners of color can utilize to "Lean In" as they face professional barriers.


Advancing Inclusion in Black Fraternities: An Evaluation of "Greek Ally"

J'Qualin Williams, Texas A&M University

Black fraternities commonly preclude gay males from membership. To combat antihomosexual bias in Greek organizations, some institutions have adopted "Greek Ally" programs that train fraternity members on the importance of including gay undergraduates. To garner the effectiveness of these programs, the author conducted a modified SWOT analysis of Greek Ally programs.  The findings and recommendations for stakeholders are presented to enhance or generate educational programming geared towards the success of Black gay male undergraduates.

Making HBCUs a Safe Zone

ShaRonda Cooper, Central State University

"YOLO"- You Only Live Once. For many young adults this acronym exemplifies an attitude of self-acceptance and the freedom to live life in a manner of his or her choosing that many students embrace during their college years. Unfortunately, for a young adult that identifies as LGBTQ this affirmation of self-acceptance may be overshadowed by confusion and pressure. The student could experience isolation, alienation, physical or verbal abuse, emotional turmoil, or harassment as a result of his or her decision to "come out". Additionally, students of color may experience a hierarchy of oppression where they feel torn between their racial identity and their sexual orientation. Confused and uncomfortable attitudes towards non-heterosexual lifestyles could manifest discriminatory and oppressive environments for LGBTQ students within the campus community. Such negative consequences could adversely affect academic performance and social development, and induce possible self-destructive behaviors. Safe Zone programs provide colleges and universities the opportunity to train and educate students, staff, and faculty on issues regarding LGBTQ students; while developing visible allies and providing resources to establish safe space for all students in need of support.



On the Backs of Black Women Staff: University Success

Kimberly Johnson, University of Missouri - Kansas City; LaShaundra Randolph, University of Missouri-Kansas City

Black Women staff continue to struggle to obtain career opportunities and advance within higher education.  The presenters will utilize a "Front Stage/Back Stage" analogy to illustrate the role Black Women occupy within a predominately white Midwestern Urban Higher Education Institution. The presenters will argue that Black Women are strategically/purposefully pushed to the background, provide the bulk of the work and go unseen/invisible when success is realized. Finally, the presenters will discuss the challenges and opportunities to make change strategically while maintaining their dignity, self-worth and advocate for themselves, their peers, and students of color.


Black women as the New Model Minority? Critical Race Feminist Counternarratives of Black women's success

Malika Butler, Iowa State University


While there are many markers of success, educational attainment remains one of the most significant indicators. As Black women have matriculated into higher education and attained degrees at all levels, some scholars have began to reconstruct this population as the "New Model Minority." Through this paper we challenge this reinscription of the model minority myth. Using critical race feminist counternarratives and Patricia Hill-Collins' theory of intersectionality we document lived experiences of Black women in academia as a way to challenge Kaba's (2008) constructions of success for Black women.



Best Practices for Teaching Diversity and Social Justice

Petra Robinson, Louisiana State University; Delores Rice, Texas A&M-Commerce

This presentation will provide a synthesis and understanding of research that sought to identify best practices in teaching issues of diversity and social justice.  The interactive session will also provide opportunities for participants to share best practices on instructional techniques and strategies in order to enhance equity, diversity, inclusion, and social justice in the higher education classroom.


Harlem Sweeties: Social and Professional Implications of Her Skin Tone

Rhea Perkins, Louisiana State University; Rhea Perkins, Louisiana State University


This presentation will provide a synthesis and understanding of a qualitative research study that explored the relationship between skin tone, identity, and self-esteem among female graduate students, faculty, and staff in Higher Education.  This interactive presentation will provide opportunities for participants to reflect upon and to critique various issues related to colorism.

9:55 - 11:05am


Persisting Academically and Culturally Together: Increasing African American Male Success

Dr. Thomas Easley, North Carolina State University; Mr. Edward J. Brown, North Carolina State University


The goal of Pack's P.A.C.T. is to increase self-efficacy of African American as scholars inside and outside the classroom with improved retention/graduation rates, GPA and the number of academic honors. The goal is reached through the following: academic coaching, enhancing cultural competence pertaining to the history and future of targeted population, increased participation in formal leadership/cultural opportunities, and increasing a sense of community among targeted population. Participants' involvement in Pack's PACT has led to students securing internships, getting study abroad experiences, and graduating with honors.


Creating African-American Male Leaders on Predominantly White Campuses

Antwan Perry, Germanna Community College


Though we hear so much negativity as it relates to Black men in college, many Black men are attending college, graduating from college, and are successful post-graduation. A common link is that they have held leadership positions on their campuses; we will discuss these students so that we will know what has worked in the past to build a framework for future students.



Microagression silencing the Black graduate student: Opportunities for cross-cultural mentoring

Dave Louis, Texas Tech University; Petra A. Robinson, Ph.D., Louisiana State University; Dimitra Jackson, Ph.D., Texas Tech University; Shealy Blanchard, MA; P.J. Majors, Texas Tech University


Racial microagression towards Black graduate students from faculty becomes a serious point of discomfort and a node where Black students contemplate leaving programs. Students express the "silencing" of their voice and the neutering of their academic prowess both in and out of the classroom. Scholarly Personal Narratives (SPN) of current Black graduate students and Black junior faculty will be utilized to explore best practices for graduate faculty's interaction and departments' development of diversity programs which can improve African American retention at the graduate level.

Surviving and succeeding graduate school: The value of cross-gender mentoring

Dave Louis, Texas Tech University; Crystal J. Allen, Ph.D., Lone Star College

The presentation will be exploring the experiences of two Black faculty members during their graduate school years at a predominantly White institution and the impact that their Black mentors had on their navigating the program. However, both individuals had mentors who were of differing genders; thus exploring cross-gender mentoring as a viable and successful model and experience for Black graduate students. The presentation can assist in the mentoring portfolio of current Black faculty with their mentoring relationships with graduate students.


Addressing Equality in Higher Education: A South Carolina Case Study

Evelyn Fields, South Carolina State University; William H. Whitaker, Jr., Ed.D., South Carolina State University; Dr. Ora Spann, South Carolina State Uninversity

Thirty miles apart, two prestigious universities ”South Carolina State University, an historically black institution (HBI), and the University of South Carolina, a traditionally white institution (TWI)” attract students who differ by much more than race. Although both institutions welcome diversity, class disparities remain. A case study that examines the background, gender and aspirations of students from both institutions helps identify the differences and the commonalities, which may provide better tools to recruit, retain and graduate with greater diversity in the future.

Moving Retention from Talk to Action: Comprehensive Research Strategies and Recommendations

Katrina Wade-Golden, University of Michigan

The purpose of this session is to discuss work underway at the University of Michigan involving a high level taskforce on graduation and achievement gaps. A unique aspect of this effort involves a multi-year mixed methods research project designed to examine the role of institutional culture and other barriers that may impact students' graduation and achievement rates. In addition to utilizing the data to inform the campus community, recommendations are offered to implement new strategies and programs, as well as reinforce, expand and enhance best practices to address these issues.


Using Intersectionality To Examine Black Women and Men's Doctoral Experience

Ferlin McGaskey, University of Tennessee, Knoxville

Informed by the conceptual framework of intersectionality and using a mixed methods approach, the purpose of this study is to determine if Black men and women who are pursuing or who have completed doctoral study differed in their interactions and perceptions of faculty and peers, developing mentoring relationships, perceiving the advising relationship, and perceiving faculty instructional abilities.  Preliminary results indicate that contrary to widely cited research, the differences between Black men and women may not be as substantial as once thought.

Am I going crazy again?: The racialized experiences of doctoral students of color in a predominantly white higher education program

Reginald Blockett, Indiana University; Katherine Wheatle, Indiana University

Even with well-intentioned white faculty and peers, students of color still experience racism in the doctoral socialization process. This presentation utilizes CRT to focus on the institutional and programmatic structures that reinforce dominant ideology and structures of Whiteness that present as obstacles to students of color in doctoral programs.  As a continuation of a previous session on community cultural wealth, this session goes farther and analyzes race and racism within the socialization process of doctoral students in a higher education program.


The Africana World: Utilizing Diversity for Collaboration, Education, and Advancement

Jacquelyn Rucker, University of Notre Dame; Iris Outlaw, University of Notre Dame; , ; ,

The University of Notre Dame Department of Africana Studies and Office of Community Relations organized a year-long, community-wide initiative titled: The Africana World¦A Historic and Cultural Mosaic.  This initiative has resulted in a broad coalition from higher education and local community organizations; in partnership with the Department of Multicultural Student Programs and Services provided educational enrichment for Notre Dame students and the community.  In addition, university coordinators gained financial support for programs and professional exposure throughout the Academy via inter-departmental collaboration.

11:15 - 12:25pm


Making Social Media Work for Your Institution

Shelley Willingham-Hinton, Douglas Alexandra Group


This session will discuss real world examples of how to make social media work for admissions, development, internal and external communication and overall strengthening of your brand. You’ll walk away with ideas and action plan to make your institution a “social organization.” Whether you’re just starting with social media or if you’re a seasoned pro this session will have something for you.


T.E.A.M.M. Approach: Underrepresented Minority Student Success in Health Profession Programs

Alisha Davis, Grand Valley State University; Shannon Wilson, Grand Rapids African American Health Institute

Grand Valley State University (GVSU) understands the need to: increase the number of minorities graduating from health professions majors, provide support to aid in long-term student success, and improve the probability that minority students gain employment in health-related careers.  Consequently, GVSU has collaborated with the Grand Rapids African American Health Institute (GRAAHI) to design and implement a healthcare mentorship program. This program helps to ensure the successful transition between college classroom and healthcare working environment by matching participating students with area health care professionals.

The BEST Summer Institute: Cultivating Students for College through STEM

Kimberly Simmons, St. Louis College of Pharmacy; Steven Player, PharmD, MBA, Barnes-Jewish Hospital; LaShawnda Fields, MSW, St. Louis College of Pharmacy

This panel will introduce a six year summer program that utilized a STE(A)M curriculum to establish a pipeline for under-represented minorities interested in healthcare careers, specifically (pre-) pharmacy. Focused on exposure, academics, and professional development, 97% of program graduates enrolled in four-year universities, 86% declared an interest in STE(A)M professions, and over 33% enrolled into a regional (pre-) pharmacy program. The audience will utilize think-pair-share methodologies to examine systematic approaches to building successful STE(A)M pipeline programs to transform campus culture as well as impact diversity goals.


Cultural Arts: A Many Splendid Thing

Ashley Davis, University of Illinois at Urbana-Champaign

This general conference program session will explore the necessity of cultural arts in preserving and maintaining cultural identity and social values. First, it seeks to discuss the cathartic role cultural arts have played. Second, we will examine the cultural values represented and promoted in historical African American cultural arts and entertainment. Finally we will explore several identity models to explicate African American identity development with particular emphasis on the experiences of African American students in the arts. This will be an interactive presentation that involves multi-media, participant interaction and live performance.


Music to the Bone: Illuminating the Identity of  the Caribbean Anglophones

Donald Stoddart, Texas Center for the Advancement of Literacy & Learning; Petra Robinson, Louisiana State University

Despite gaining independence, from pre-emancipation through post-emancipation era, Caribbean experience was centered on struggles, power, oppression, revolts, religion, and mixture of various cultures. Consequently, marginalized groups express their own culture as a means of oppositional tool. Caribbean citizens constructs social knowledge through the musical art which defines their identity. A basic interpretive approach which used the authors’ analysis of the lyrical content of songs to make meaning of how the songs act as oppositional tools and help shape the Caribbean identity.



Black Student Voices at a Predominantly White Institution

Candace Maddox, University of Georgia


Black students' involvement in a pluralistic environment can have an impact on their ability to develop competences in the areas of identifying a purpose and participating in mature interpersonal relationships, while navigating their racial identity. Researchers have linked Black students' persistence at PWI with having a sense of connectedness and developing self-efficacy. Using dramaturgy, this presentation will provide a better understanding of the perceptions Black students have on social networks and the networks' influence on Black students' persistence while attending a PWI.


Pathways for Black Female Student-Athletes at Predominantly White Institutions

Tomika Ferguson, Indiana University - Bloomington


Black female student-athletes experience challenges faced by women, Black, and student-athletes. This population can sometimes go unnoticed as a group who needs additional campus support. This presentation will:  highlight the experiences of a small sub-group of undergraduate students, inform student affairs administrators and faculty members about the challenges these women face and the successes they have acquired, share the personal narratives from this population, and identify tangible and intangible methods to improve retention rates and student satisfaction with the institution.



Breaking the Code: Encouraging Perspective Sharing Among Black Male Doctoral Students

Leo Brown, Hampton University; Barbara Holmes, PhD, Hampton University; Battinto Batts, PhD, ; Dietrich Mossison-Danner, Hampton University


Although access to higher education for Black men has increased in recent years, there continues to be a dearth of Black men entering and completing doctoral programs.  This paper addresses factors contributing to academic resilience and success in an educational leadership doctoral program, from the Black male perspective. Readers will explore reasons Black males enter doctoral programs, what keeps Black men engaged in study, how Black males deal with challenges during matriculation, and what Black males need from the institution of study to be successful.


An Analysis of Graduate Student Retention at Selected HBCUs

Linda Knight, Southern Arkansas University; Adriel A. Hilton, Grand Valley State University; Patricia Green-Powell, Florida A&M University


This study analyzed the success of African American doctoral students who attended HBCUs.  Specifically, the attrition, retention, and graduation rates of African American students enrolled in graduate programs were assessed.  This analysis provides a greater understanding of retention and attrition issues for university administrators, which will assist in the development of policies, procedures and programs that address these issues by the appropriate stakeholders.  Specifically, this study identified factors that influenced completion at selected HBCUs.  The findings of this study provide vital information for improving the attrition, retention, and graduation rates.

2:00 - 3:10pm


Motivating Students to stay Focused in College

Mable Scott, South Carolina State University; Tiffany Sims, ; Brandi Gordo, Malik Cauld, South Carolina State Uninversity; Maia Burnett, Spencer Jasp, South Carolina State University


Motivation is a behavior that is very necessary for academic success and for various reasons, the average African American student does not show signs of being motivated to stay focused in higher education classes.  There are so many distractions used as excuses as to why so many failures exist in higher education institutions.  HBCU's are suffering to keep high academic standards because retaining students is a primary goal of the college but for the average African American student, the primary goal is interrupted so many times during the four years set for college.  This workshop will address where and how students get their motivation for involvement in academics, current extra-curricular activities and relationships for which they are involved and why research is not considered.  The discussion will take a close look at the many distractions that confront students daily.   Some professors were interviewed and shared what they use to get and keep students motivated in college.   Some of the information came from interviews with students.  Students shared what distracted them from being successful at college and why research is not an option especially after paying so much for tuition to come to college.



Setting the Stage for Junior Faculty and Programmatic Success

Dr. Valandra ., University of Arkansas; Dr. Yvette Murphy-Erby, University of Arkansas; Dr. Calvin White Jr., University of Arkansas; Ms. Mary M. Hui, University of Arkansas; Dr. Caree Ann Marie Banton, University of Arkansas; Dr. Benjamin P. Fagan, University of Arkansas; Dr. Brandon A. Jackson, University of Arkansas


Underrepresentation and low faculty status of faculty of color continue to be persistent problems in higher education. This presentation provides an evidence-informed conceptual model of innovative and sustainable initiatives used within The Fulbright College of Liberal Arts at the University of Arkansas to successfully recruit, hire, mentor, develop, retain and support faculty of color and promote the strategic positioning of its African and African American studies program.   Effective best practices, newly hired faculty experiences, and administrators' strategies used to realign the program are discussed.


Sacrificing self?: Faculty of color tracking tenure

Danielle Alsandor, Louisiana State University


The tenure-track poses challenges for all who secure such an academic position. The stated triad of teaching, research, and service is really a quartet with politics as the invisible fourth player. While securing tenure is no easy feat for all who seek it, it is particularly challenging to navigate as a scholar of color with a social conscious. This study details the experiences of pre-tenure faculty of color (n=24) and their struggle to stay true to their roots amid tracking tenure in the academy's White, privileged culture.



Bringing Your Team Closer Through SWOT Analysis

Doris Holleman, Kansas City Kansas Community College Campus Child Care Center; Libby Graham, Kansas City Kansas Community College Campus Child Care Center


Team building is important and during this session participants will be informed about SWOT (Strengths, Weaknesses, Opportunities, Threats) Analysis and how the process can be used to foster an environment of team building and better communication. We will be practicing SWOT analysis on ourselves and our teams and hold large and small group discussion. All participants will be walking away from the session with a toolkit to help guide them when they take their teams through the process of SWOT Analysis.


Addressing Ethical Dilemmas in Higher Education While Maintaining Your Integrity

Linda Blake, Southern Arkansas University


The purpose of this presentation is to provide strategies and tools for faculty, staff, and administrators to effectively address ethical dilemmas that they might encounter in the workplace or institutions of higher education. Various ethical theories will be examined in this presentation including teleology, deontology, and virtue theories.



Many Ivory Towers, Ceilings, Walls: Breaking through white male perspectives

Dr. Karen Hill Johnson, West Kentucky Community and Technical College


Since the inception of universities, higher education has been dominated by white males and the white male perspective. According to the ACE College President Report of 2012, 26% of the nation's college and university presidents are women, while only 13% of these positions are held by minorities. African-American women are faced with the daunting task of managing a dual identity in the workplace regarding communication style, behavior, and perception. This panel will discuss these challenges and offer insight into navigating this complex negotiation of identity.


The 16: Building Critical Communities for Black Male Educational Success

Kourtney P. Gray, Jared C. Avery, Jerry M. Whitmore, Jr.


This general session represents a three-tiered approach to A) discuss B) analyze, and C) disseminate research about the outstanding success that a higher education department has had at attracting, graduating, and ultimately preparing African American male graduate students. In a relatively short period, the black male alumni of this department have assumed important professional, scholarly, and administrative positions around the nation. This proposal is based on the department's proven ability to challenge popular deficit models regarding African American male graduate students.


3:15 - 4:25pm


It Takes a Village to Educate a Child: Supporting College-Going

Christina Wright Fields, Indiana University Bloomington


A case study was conducted to examine how urban African-centered charter high school personnel developed college-going aspirations within their students.  The participants revealed that a college-going ethos was a result of all school constituents investing in the school’s educational philosophy, “It takes a village to raise a child.”  Participants expressed the need to support students’ college-going aspirations due to the potential impact of advancing not only the individual but also the African American community as a whole.


Recruiting and Retaining Culturally and Linguistically Diverse Students

Shonta Smith, Southeast Missouri State University


In order to recruit and retain students of color it is imperative that colleges and universities engage in practices that are conducive to meeting the needs of diverse learners.  Meeting these needs requires a pedagogy that affirms the cultures of students, views the cultures and experiences of students as strengths, and reflects the students’ cultures in the teaching process.  Participants will explore how the framework of culturally responsive teaching can be used to recruit and retain culturally and linguistically diverse students.




Unresolved but not Discouraged: African American Males and Special Education

Kimberley Davis, Arkansas State University; Dr. Audrey Bowser, Arkansas State University; Dr. Gwen Neal, Arkansas State University; ,


Despite efforts in the area of educational reform, the disproportionate placement of minorities in special education still remains just as problematic today as it did thirty years ago. In the past, the lack of relevant research has hindered efforts to balance the disproportionality of blacks in special education The purpose of this presentation is to discuss proactive measures to ensuring that black males are not falsely placed into special education.



Images of Ideal Mentors: Perspectives of African American Male Pre-Service Teachers

Michael L. McFrazier, Prairie View A&M University; Terence Finley, Prairie View A&M University; Lucian Yates, Prairie View A&M University; William Parker, Prairie View A&M University


The authors describe the views of African American male pre-service teachers' perspectives, beliefs, and ideologies about their concept of an ideal mentor. Prior research has centered on mentoring as an aspect of professional development for private and public sector members, without giving the proper attention to characteristics and attributes that this population searches for in a mentor to help them progress through their studies and to prepare for a career in the classroom. This research explored the use of the combination of visual imagery, as well as written and spoken words as an innovative and engaging strategy for garnering a greater understanding of what characteristics and personality traits African American male pre-service teachers look for in their ideal mentor.


Brilliant, Beloved, & Beautiful, Also, Are The Minds of Black Women

Nadrea Njoku, Indiana University; Juhanna Rogers, Indiana University,


This session is a theatre-style ethnodrama that responds to the historical and contemporary experiences of Black women in higher education. Using monologues and scripted narratives, the cast/researchers center the experiences and voices of Black women through a Black feminist and critical race lens. Through monologues, the authors not only present relevant research, but also breathe life into the experiences of being of color by sharing their own stories.



Engaging African-American Online Doctoral Students: Fostering Virtual Collaboration

Dr. Renita Washington, Georgia Institute of Technology; Syreeta Cason, Hampton University; Theresa Cry, Hampton University; ,


Three years ago, Hampton University's online doctoral program in Educational Leadership, called HamptonU Online was implemented. The program seeks to combine top- notch instruction with nurturing learner support services to ensure academic success and personal achievement. The program was launched with the mission of expanding the reach of the university's stellar undergraduate, graduate, certificate, and professional development programs to serve the needs of a diverse community of learners who would otherwise be unable to access a high quality Hampton University education in any other manner.



What are the "P" Factors?: Practical Advice for Publishable Manuscripts

Rosa Maria Banda, Rutger, The State University of New Jersey; Alonzo M. Flowers, Old Dominion University


The criterion to be rewarded tenure and promotion is not elusive for faculty of color. What remains obscure, however, is how to manage teaching and service so that it does not interfere with opportunities to publish research. The purpose of this session is to provide practical advice on how to increase the number of publications. As mentees of a well-respected and accomplished Black scholar, we will offer advice and strategies on publishing that our mentor has shared with us over the past 10 years.


Strategies for Managing Internal and External Challenges of Academe

Tamara L. Brown, Ph.D.


For many of us, the transition from graduate school to the faculty ranks did not come with a road map. Expectations are placed on us and, while we manage them the best we can, there is often that voice from within that says things like: "How do I know if I'm doing this right?," "Do I really belong here?," "Is there more than one right pathway?," "How can I be expected to publish with all of these teaching, service, and administrative responsibilities?," and "How do I explore a career in academic administration without compromising my chances of earning tenure?" If you are asking yourself questions like these, you are not alone. This presentation will focus on strategies for managing the internal and external challenges of academia. Most presentations on this topic focus on external challenges (e.g., dealing with difficult people, how to write a paper in 15 minutes a day, etc.) and neglect to discuss the internal anxieties, fears, and insecurities that can also hamper progress. You will leave this presentation equipped with ideas for tackling the challenges you face at your institution and empowered with strategies to position and prepare yourself for academic leadership.


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