Rethinking How to Build Inclusive Organizations Race, Work, and Leadership is a rare and important compilation of essays that examines how race matters in people's experience of work and leadership. What does it mean to be black in corporate America today? How are racial dynamics in organizations changing? How do we build inclusive organizations? Inspired by and developed in conjunction with the research and programming for Harvard Business School's commemoration of the fiftieth anniversary of the founding of the HBS African American Student Union, this groundbreaking book shines new light on these and other timely questions and illuminates the present-day dynamics of race in the workplace. Contributions from top scholars, researchers, and practitioners in leadership, organizational behavior, psychology, sociology, and education test the relevance of long-held assumptions and reconsider the research approaches and interventions needed to understand and advance African Americans in work settings and leadership roles. At a time when--following a peak in 2002--there are fewer African American men and women in corporate leadership roles, Race, Work, and Leadership will stimulate new scholarship and dialogue on the organizational and leadership challenges of African Americans and become the indispensable reference for anyone committed to understanding, studying, and acting on the challenges facing leaders who are building inclusive organizations.
This book explores Black educational leadership and the development of anti-racist, purpose-driven leadership identities. Recognizing that schools within the United States maintain racial disparities, the authors highlight Black leaders who transform school systems. With a focus on 13 leaders, this volume demonstrates how US schools exclude African American students and the impacts such exclusions have on Black school leaders. It clarifies parallel racism along the pathway to becoming teachers and school leaders, framing an educational pipeline designed to silence and mold educators into perpetrators of educational disparities. This book is designed for district administrators as well as faculty and students in Race and Ethnicity in Education, Urban Education, and Educational Leadership.
This book fills an educational void in the school leadership literature as it relates to historical, theoretical, intellectual and cultural understandings among those who prepare individuals for leadership in schools and for those who practice leadership in schools attended by significant numbers of African American students. Contributors to this volume are scholars whose research and service in schools have been important in understanding the historical, intellectual and cultural traditions that facilitate and support effective leadership and in schools where African American school leaders, teachers, students, parents, and their communities of support construct effective and productive 'cultures of empowerment and achievement'. It is these cultures that this volume addresses for their efficacy to support, empower, and sustain visible and measurable achievement among African American students.
The lack of African Americans in leadership roles within the academy creates a real crisis in the leadership pipeline. One of the problems could be that the pathways to leadership for African Americans are less visible. They can see the end result but may be less clear about how to get there. Oftentimes, understanding these pathways to leadership is less academic in nature and more informal and/or relational. Thus, the relationship between leadership and mentorship for African Americans is especially important to advancing in the academy. Further guidance and understanding of steps to advancement from established African American leaders in the academy is therefore needed. African American Leadership and Mentoring Through Purpose, Preparation, and Preceptors provides an exhaustive exploration of leadership and mentorship through purpose, preparation, and preceptors. This edited book explains how to identify ways that individuals can strengthen their career trajectory, determine strategies to employ for career advancement, establish lasting and impactful connections with key stakeholders per career aspirations, provide guidance for individuals seeking advancement within the academy, and explore current theoretical and practical nuances with regard to research, literature, and application of leadership and mentorship of African Americans in the academy. Covering topics such as cross-racial mentorship, emotionally intelligent leadership, and African American leaders, this text is ideal for teachers, faculty, university administrators, leaders in education, aspiring future leaders, researchers, academicians, and students.
A theoretical examination of the concepts of the citizen, citizenship, and leadership, A Crisis of Leadership and the Role of Citizens in Black America: Leaders of the New School proposes to develop a prototype or model of effective Black leadership. Furthermore, it examines “citizenship habits” of the Black community based on their economic standing, educational attainment, participation in the criminal justice system, and health and family structure. It tracks data in these four categories from 1970 to today, measuring effective leadership by the improvement or decline in the majority of African Americans standing in these four categories. This book concludes that African Americans have negative perceptions of themselves as U.S. citizens, which thus produce “bad citizenship habits.” Additionally, ineffective Black leaders since the Civil Rights era have been unwilling to demonstrate the purpose and significance of service, particularly to the poor and disadvantaged members of the Black community. Contemporary Black leaders (post–Civil Rights Era) have focused primarily on self-promotion, careerism, and middle-class interests. A new type of leader is needed, one that stresses unity and reinforces commitment to the group as a whole by establishing new institutions that introduce community-building.
Amidst the violent racism prevalent at the turn of the twentieth century, African American cultural elites, struggling to articulate a positive black identity, developed a middle-class ideology of racial uplift. Insisting that they were truly representative of the race's potential, black elites espoused an ethos of self-help and service to the black masses and distinguished themselves from the black majority as agents of civilization; hence the phrase 'uplifting the race.' A central assumption of racial uplift ideology was that African Americans' material and moral progress would diminish white racism. But Kevin Gaines argues that, in its emphasis on class distinctions and patriarchal authority, racial uplift ideology was tied to pejorative notions of racial pathology and thus was limited as a force against white prejudice. Drawing on the work of W. E. B. Du Bois, Anna Julia Cooper, Alice Dunbar-Nelson, Hubert H. Harrison, and others, Gaines focuses on the intersections between race and gender in both racial uplift ideology and black nationalist thought, showing that the meaning of uplift was intensely contested even among those who shared its aims. Ultimately, elite conceptions of the ideology retreated from more democratic visions of uplift as social advancement, leaving a legacy that narrows our conceptions of rights, citizenship, and social justice.
This Handbook received an honorable mention at the 2009 PROSE Awards. The PROSE Awards annually recognize the very best in professional and scholarly publishing by bringing attention to distinguished books, journals, and electronic content in over 40 categories. "This volume fills the tremendous void that currently exists in providing a much-needed lens for cultural leadership and proficiency. The approach provides a wide divergence of perspectives on African American forms of leadership in a variety of diverse leadership settings." —Len Foster, Washington State University The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, PK–12 school leadership, higher education, current issues, and education policy. The purpose of the Handbook is to articulate perspectives on issues affecting the participation and leadership of African Americans in PK–12 and postsecondary education. This volume also addresses historical and current issues affecting the education of African Americans and discusses current and future school reform efforts that directly affect this group. Key Features Promotes inquiry and development of questions, ideas, and dialogue about critical practice, theory, and research on African Americans in the United States educational system Makes significant contributions to the scholarship on African Americans in the broad context of U.S. education and society Addresses the central question—in what ways do African Americans in corporate, private, and public positions influence and shape educational policy that affects African Americans? "The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, Pre-K-12 school leadership, higher education, current issues, and education policy." —TEACHERS OF COLOR "A wise scientist once argued that to doubt everything or to believe everything often results in the same solution set; both eliminate the need for reflection. This handbook provides an intellectual space for those interested in true reflection on the human ecology of the African American experience in schools, communities, and society. The /Handbook of African American Education/ is a repository of information developed to advance the human service professional." —William F. Tate IV, Washington University in St. Louis "This handbook represents the most comprehensive collection of research on African Americans in education to date. Its breadth spans the historical, the political, institutional and community forces that have shaped educational opportunities and attainment among African Americans. The review of extant research on a range of topics from the role of culture and identity in learning, teacher preparation, educational leadership, to higher education and educational policy is far-reaching and cutting edge. This volume has historic significance and will become a classic collection on African American education for scholars and practitioners alike." —Carol D. Lee, Professor, Northwestern University Vice-President, Division G, American Educational Research Association "This handbook is needed as a basic reference for professors and graduate students conducting research on the education of Blacks in America." —Frank Brown, University of North Carolina at Chapel Hill
High-quality higher education leadership is critical to student engagement, persistence, and graduation outcomes. With higher education institutions pushing for Black student enrollment and effective and innovative strategies to retain current students, leadership in institutions must reflect the Black academics they serve. In addition, there is a shortage of Black department heads, deans, and provosts to make important decisions about the matriculation of students toward graduation. Therefore, it is essential that higher education institutions take what they have learned from those who have been in academic leadership roles and develop new strategies to recruit, mentor, and retain high-quality Black academic leaders that reflect the student population. The Future of Black Leadership in Higher Education: Firsthand Experiences and Global Impact provides experiences, narratives, and best practices that are more inclusive of Black professionals by allowing them to seek advancement in these critical roles. This book presents crucial knowledge about academic leadership for Black professionals and familiarizes readers with policies, practices, and procedures that impact the experiences of Black leadership. Covering predominantly white institutions, second-career Black women, and Black professors, this premier reference source is a dynamic resource for faculty and administrators of higher education, students of higher education, librarians, researchers, graduate students, and academicians.
Praise for the Second Edition of The Handbook for Student Leadership Development "This is a must-have book for leadership educators and all student affairs professionals who want to develop impactful leadership programs and the leadership capacity of students. Buy it. Read it. Use it to develop the needed leadership for our collective future." — CYNTHIA CHERREY, vice president for campus life, Princeton University, and president, the International Leadership Association "As we continue to encourage leadership behavior in young people, it is very easy to get lost in a forest of new theories, programs, and definitions. This handbook serves as the compass to guide us, and it grounds the field of student leadership development in principles and best practices. Our challenge is to put this work into action." —PAUL PYRZ, president, LeaderShape " Comprehensive in design and scope, the second edition of The Handbook is a theory and practice resource manual for every leadership educator—inside and outside of the classroom." —LAURA OSTEEN, director, the Center for Leadership and Civic Education, Florida State University " Every college administrator responsible for coordinating student leadership programming should have this book. The Handbook for Student Leadership Development takes the guesswork out of leadership program design, content, and delivery." —AINSLEY CARRY, vice president for student affairs, Auburn University " I recommend without hesitation the Handbook for Student Leadership Development to student affairs professionals who desire to enhance the leadership experiences for all their students as well as teachers who are seeking ways to bolster their students' classroom experiences." — Dr. WILLIAM SMEDICK, director, Leadership Programs and Assessment, Office of the Dean of Student Life, and lecturer, Center for Leadership Education, Johns Hopkins University
The first-ever study of African American giftedness at the collegiate level, focusing on two extraordinary case studies. At a time when so many studies of African American students focus on the factors of failure, Academically Gifted African American Male College Students fills a conspicuous void in the research literature on post-secondary education by focusing on success. Like no other work before it, this remarkable study goes deep inside the experiences of academically gifted African American men who successfully navigate their way through rigorous college-level programs. At the heart of the unique and long overdue work are two real-life stories of African American male students: one at a Historically Black College and University (HBCU) and the other at a Traditionally White Institution (TWI). In presenting, comparing, and contrasting these two cases, the book identifies a number of personal characteristics and institutional approaches driving their notable achievements. The result is a guidebook both for gifted African American male students and for the institutions looking to strengthen their support for them—particularly in science, technology, engineering, and mathematics (STEM) disciplines.
