The Journey in a Mile: An Exploration of Leadership Identity Development in Black Males at an HBCU
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Date
2019-10-16
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Doctor of Philosophy
Program
Higher Education Program
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Abstract
Several research studies have suggested that support and out-of-the-class engagement are significant predictors of outcomes for Black college student achievement and psychosocial development (c.f., Harper et al., 2004; Harper & Quaye, 2007; Kimbrough & Harper, 2006). This study explored the experiences of Black males who participate in campus-based leadership initiatives at HBCUs. Specifically, owing to the lack of qualitative research focused on the leadership identity development of Black males at HBCUs, the study adds to the body of knowledge concerning the leadership experiences of Black males in higher education. Further, the study examines in detail the social and academic support received and its contribution to college-student achievement in relation to leadership identity development. Using the phenomenological approach, I answered the following research questions through a series of interviews: (a) What are the leadership experiences of Black males participating in campus-based initiatives at an HBCU? (b) How do participants in campus-based initiatives perceive themselves as leaders? (c) In what ways have their leadership experiences influenced their identity development? The study was framed by Komives’ (2005) Leadership Identity Development (LID) model.
The findings of the study revealed how participants experience and understand their leadership identity development through participation in campus-based initiatives at HBCUs. The development of five core themes indicate that interpersonal relationships and networks are key for leadership development; student leadership at HBCUs creates resiliency and a personal transformation. In addition, there is significant value in experiencing leadership challenges and understanding leadership through collective responsibility and altruism. The knowledge gained from this study can be valuable to administrators in higher education, advocacy groups, and Black men who choose to enroll at an HBCU. Additionally, this study can provide a better understanding of how student-affairs professionals and campus-based initiatives should be designed for the intentional exploration, engagement, and development of the leadership identity of Black males at HBCUs.