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Exploring Black Women's Character Development and Ethical Leadership Development

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Exploring Black Women's Character Development and Ethical Leadership Development Exploring Black Women's Character Development and Ethical Leadership Development at Spelman College A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Kimberly M. Ferguson May 2015 © 2015 Kimberly M. Ferguson. All Rights Reserved. 2 This dissertation titled Exploring Black Women's Character Development and Ethical Leadership Development at Spelman College by KIMBERLY M. FERGUSON has been approved for the Department of Counseling and Higher Education and The Patton College of Education by Peter C. Mather Associate Professor of Counseling and Higher Education Renée A. Middleton Dean, The Patton College of Education 3 Abstract FERGUSON, KIMBERLY M,, Ph.D., May 2015, Higher Education Exploring Black Women's Character Development and Ethical Leadership Development at Spelman College Director of Dissertation: Peter C. Mather Character development is a central function of higher education. This phenomenological study describes Black women’s personal lived experiences with character development and ethical leadership development at Spelman College, America’s oldest historically Black college for women. The following research question guided the study: How do students at a historically Black women’s college describe their experiences with character development and ethical leadership development? The study also explored student’s thoughts about the academic and co-curricular programs that best prepared them to be ethical leaders. Interviews were conducted with 10 graduating seniors from the Class of 2014 Women of Excellence Leadership (WEL) series offered by the Center for Leadership and Civic Engagement at Spelman College. Eight alumnae members of the WEL program were also interviewed to provide their thoughts about character development and ethical leadership development. Participants were asked to share the learning and skills they attributed to their experiences as undergraduate students and campus leaders. Finally, the Director of the Center for Leadership and Civic Engagement was interviewed to provide an administrative perspective on character development and ethical leadership development. 4 The theory referenced in this study is Gilligan’s (1988) work on women’s development which illustrates that women are more concerned with care, relationships, and connections with other people as they engage in moral and ethical development. The findings of this study suggest that a supportive environment and expectations for success, educational programs that focus on conscious Black feminist-activist development, opportunities to become leaders and learn about leadership, and faculty and alumnae interaction, mentoring and support influence character development and ethical leadership development of students at Spelman College. In addition, the participants shared expectations for seeking excellence in themselves, paying it forward or giving back to the community, and being a part of the Spelman legacy of global leaders. Thus, the findings of this study will contribute to understanding women’s character development and ethical leadership development in a historically Black women’s college setting, and expands the available research on college and character development. This study also provides insight into an integrated educational approach to the delivery of programs and services that support women’s character development and ethical leadership development in college and university settings. 5 Dedication To my family My mother and stepfather, James and Joyce Moore Grandparents, Eddie Bullard, Marie DeVold, and Alex and Ruby Rodger and my daughter, A. Blake Ferguson 6 Acknowledgements A very special thank you to my Dissertation Committee for helping to shape and mold this project into something that I am extremely proud to share with students, faculty, colleagues and fellow practitioners in higher education. This dissertation evolved out of many hours, days and years of conversations with Dr. Peter Mather who remained patient and extremely supportive of me, even as I was over 700 miles away. Dr. Mather inspired a love for the process of research, writing and learning as he challenged me and encouraged my intellectual endeavors with this dissertation. For his unwavering commitment and willingness to always be available, no matter the day or time, I am eternally grateful. I am also especially thankful to Dr. Valerie Martin Conley who encouraged me to finish the doctoral process when I wanted to give up during the oral comprehensive examinations process. I would not have made it this far had you not had provided that inspirational talk in 2013. I am so very thankful for your continued support and wisdom throughout this entire process. You are simply amazing! Dr. Gordon, you are a phenomenal educational statistics professor and a really genuinely caring faculty member. Your comments added clarity to this process, and helped me to further focus the subject matter and direction of my dissertation. As with educational statistics, your comments made the process much more clear and easy to follow. Dr. Horton, you were new to the Patton College of Education, and I appreciate you stepping in and adding cultural relevance to this dissertation. Even more, I 7 appreciate you challenging me to rethink my presentation of racial and ethnic data. Your thoughtful inquiry and comments helped me to more clearly present the data and critical themes in my dissertation. I also want to acknowledge Cohort X who struggled and persevered with me in the completion a full-time doctoral program. Cohort X, you were my rock and didn’t even know it! You provided the encouragement and laughter needed to make it through this process. I extend a special thank you to Dr. Betty Lovelace, my former vice-president at Capital University, who provided me with the time and inspiration to continue to work towards achieving a terminal degree. Her words of wisdom, “Do what’s on your desk.” I am thankful for your continued support throughout my career. Finally, I want to thank the faculty, staff and students of Spelman College, especially Dr. Jane Smith, Executive Director of the Center for Leadership and Civic Engagement, and Dr. Darnita Killian, my current Vice-President for Student Affairs, all of whom provided leadership, guidance, encouragement and support throughout the dissertation process. Dr. Killian, I especially appreciate your loyalty and support as you provided me with regular encouragement and the time to be able to finish my dissertation. But what really makes you so very special is your general ethic of care about me and all the people in your division. This certainly is “our” dissertation. In closing, I hope that those of you who are reading this dissertation find insights that inspire you to continue to be the most excellent student affairs practitioners and leaders who guide, challenge, and support students on their educational journey. 8 Table of Contents Page Abstract ................................................................................................................................3 Dedication ............................................................................................................................5 Acknowledgements ..............................................................................................................6 List of Tables ....................................................................................................................12 Chapter 1: Introduction ......................................................................................................13 Significance of the Study ..............................................................................................15 Historically Black Colleges and Universities ................................................................15 Women’s Colleges and Universities .............................................................................18 Spelman College ..........................................................................................................20 Purpose of the Study .....................................................................................................21 Theoretical Perspective .................................................................................................22 Definitions .....................................................................................................................23 Chapter 2: Literature Review ............................................................................................26 Defining Character Development and Character Education .........................................26 Kholberg’s Moral Development Theory .......................................................................30 Gender and Moral Reasoning Orientations ...................................................................33 Moral Development and Co-Curricular Experiences .....................................................37 Ethical Leadership Development ...................................................................................40 Leadership and Social Change .....................................................................................41 Community, Core Values, and Moral Actions ..............................................................45 Summary .......................................................................................................................48
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