UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
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Item THE INTERSECTIONS OF MASCULINITY, GENDER, AND RACISM: EXPLORING THE LIVED EXPERIENCES AND INTERACTIONS OF BLACK MALE GRADUATE STUDENTS ATTENDING A PRIMARILY WHITE INSTITUTION(2021) Perry, Jamar J; Slater, Wayne; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Negative perceptions of Black boys and men have persisted and have been analyzed through numerous studies over the years, showcasing both educator’s low gendered schooling expectations of them and their racial trauma and stress they experience attending PWIs if they are able to graduate from secondary school. Placing Black men in deficit positions starts in our nation’s PreK-12 public schools through their experiences in college, affecting their ability to participate successfully in the labor market, obtain higher earnings and savings, and their professional and personal mobility. Research that focuses on these negative perceptions impoverishes our understandings of Black men who do succeed in schools, from PreK-12 through doctoral study. The purpose of this collective case study was to explore Black male doctoral students understanding of their lived histories of masculinity, race, and racism through their connection with their childhood, schooling, and doctoral study. Data sources included an individual interview, journal entries, member checking, and a focus group. This study took place at a primarily white institution (PWI) in the Mid-Atlantic region of the United States and focused on three Black male doctoral students. Through the adoption of racial/critical race literacy, Critical Race Theory, and Black masculinity literacy as theoretical frames, the findings highlight four common themes—or what I call “dimensions”—from participants’ interviews and journal entries of their experiences and interactions with doctoral study based on their historical understandings of themselves: a) feelings of loneliness/not being able to forge closeness with other Black male doctoral students; b) negative perceptions of and racial microaggressions attending a PWI; c) the influence of Black masculinity to progress; and d) the ways PWIs can establish progressive spaces for Black men. One participant inhabited a dimension that was unique to him with how he claimed masculinity for himself based on his historical positioning and socialization: e) using traditional masculinity to claim manhood. The findings from participants’ focus group highlight two common dimensions of participants’ understanding of their experiences as they reflected together: a) reflecting and learning from Black masculinity in relation to white spaces; and b) recommendations for recruiting and retaining Black men in doctoral study. These findings show how Black male graduate students reflect upon their masculinity histories and schooling and connect them to their understandings of themselves as Black doctoral students. This work contributes to our understanding of successful Black male doctoral students and breaks new grounds by showcasing that Black men do uphold ideals of progressive masculinity that do call for the liberation and protection of all people of color. It also shows how Black men are historically socialized and grounded as gendered and racial beings and how they view white spaces from these lenses as navigational tactics. It also demonstrates how Black men can and do communicate with each other when given the chances to, interrogating their own masculinity practices in conjunction with modeling their own behavior in progressive ways for other Black men. Finally, this study advocates for educational stakeholders to act in concrete and tangible ways to increase Black male doctoral student presence at PWIs.Item NAVIGATING RACISM IN HIGHER EDUCATION: A GROUNDED THEORY STUDY OF BLACK MALE ADMINISTRATORS(2017) Rollins, Domonic A.; Fries-Britt, Sharon; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the United States, racism is alive and well, and the lives of Black men are a complete paradox (Jenkins, 2006). At the same time that the person holding the highest political office in the United States of America is a Black man, Black men are slain in the streets every day. Curiously, in a historic moment more than eight years ago, the United States, a nation founded on prejudice and racial discrimination, elected its first Black man to the presidency. And, in a historic moment less than six months ago, the United States elected the most racist and ethnocentric politician to the presidency in the last half-century. For many people, the election, and subsequent reelection of President Barack Obama signified the end of racism in the United States. Simultaneously, the election of the new president indicates that racism is thriving in the United States. In this Black men are suspended in “dueling realities of history — steady progress and devastating setbacks” (Merida, 2007, p.4). Resultantly, it is commonplace for Black men, regardless of age, socioeconomic class, or location, to wonder whether their life is at risk because they are Black. Simply stated, in an Obama era there was a widely held belief that the United States was post-racial society (Bonilla-Silva & Dietrich, 2011); the subsequent 2016 election indicated this is not that case, and the lives of Black men are in danger (Sanneh, 2015). What’s more is that higher education, an institution founded on inequity, has long harbored institutional racism making it difficult for Black male administrators to achieve equitable outcomes with their White peers. In higher education, there is an extant body of research identifying the barriers that impact the success and progression of underrepresented racial minority students and faculty, including Black people (Baez, 2000; Chesler, Lewis, & Crowfoot, 2005; Christian, 2012; Patitu & Hinton, 2003; Stanley, 2006). Yet, very little is known about the experiences of underrepresented racial minority administrators (Chun & Evans, 2012; McCurtis, Jackson, & O’Callaghan, 2008; Stanley, 2006). Specifically, most research on Black males in the academy focuses on students and faculty, with little research on the experiences of Black male administrators (Jackson, 2003; Patitu & Hinton, 2003; Perna, Gerald, Baum, & Milem, 2006). Using a constructivist grounded theory approach; this dissertation shares and analyzes findings from interview data to unearth the process by which Black male administrators navigate racism. Through this grounded theory investigation, a model for navigating racism for Black male administrators emerged, which illustrates the iterative and contextual nature of navigating racism. The result is that the way one navigates racism in higher education is dependent on major contextual and shaping forces in their life. Further, one learns how to navigate racism early in life, well before one enters higher education. Specific decisions about how to navigate racism also involve an internal and external assessment of the racist incident, current context in which one is steeped, and desired or anticipated outcomes of navigating or managing the incident. Finally, this research, through the creation of a model, moved from the descriptive analysis of what racism is, towards the practical implications of having to navigate racism in higher education. By integrating the identified racist incidents, shaping contexts, and the navigation model together, applications were created for individuals, institutions, and future research. The resulting implications focused primarily on critical self-reflection for individuals, an increase in reflection and audits for institutions, and a new direction for race and racism research to explore the primary learning sites of how to manage racism in one’s life.