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Using a Leadership and Civic Engagement Course to Address the Retention of African American Males

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Using a Leadership and Civic Engagement Course to Address the Retention of African American Males Using a Leadership and Civic Engagement Course to Address the Retention of African American Males DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Patricia Frances Rene Cunningham Graduate Program in Education Policy and Leadership, Cultural Foundations The Ohio State University 2011 Dissertation Committee: Beverly Gordon, Advisor Herb Asher Amy Shuman Copyrighted by Patricia Frances Rene Cunningham 2011 Abstract Since the 1970‘s retention has been one of the most contested issues in higher education; scholars disagree about whether it is a structural, policy, or student life problem. African American males continue to be at the bottom of matriculation, achievement, and graduation rates. Universities have tried a variety of retention methods, mostly concentrating on non-classroom issues. A review of the history of curriculum demonstrates that there is no precedent for incorporating non-cognitive (student life) and cognitive (academic) spheres of the university. A review of the literature on retention in general suggests the need for a more specific approach that takes into account the intersectionality of race, masculinity, and popular culture to better understand the conditions that underlie retention problems for African American men. The centerpiece of the dissertation is the design of a course that integrates academic and student life issues and that is designed specifically for African American male students at Predominantly White Institutions. Materials produced by the students as well as the course itself were evaluated using discourse analysis to assess whether and how this curriculum equipped students with the skills and persistence needed to negotiate university culture. In addition, quantitative reports on retention are included. The research demonstrated that a flexible classroom design can address the complicated issues faced by marginalized students on college campuses. In particular, ii the course provided evidence of the importance of developing community for marginalized students. Classroom supported student communities mitigate against the isolation students face when they believe they are the only ones experiencing difficulties, whether in the classroom or as part of campus life. The findings incorporate the need for sustainability beyond the classroom as well. Finally, the dissertation argues for using leadership as a framework for such classrooms because it cuts across academic disciplines and provides skills that will be useful for the students in their careers. A detailed description of the class, the syllabus, the assignments, interactions, and discussions is included so that the materials can be replicated for other universities interested in new retention models. iii Dedication This dissertation is dedicated to the matriarchs in my family. To all the hours that they cleaned floors, watched other people‘s kids, went hungry and made a difference in the lives of others. I honor you. iv Acknowledgments I would like to thank so many people. I first want to think my second grade teach Mrs. Hattie Lawson. She never taught to a test and she constantly pushed me and so many others to think outside the box. I would also like to thank my Grandmother Odessa Clayborne for playing Scrabble with me and never allowing my age to be a determining factor of pursuing my goals or being taken seriously. A double portion of thanks to Mr. Mike Manoloff who never squashed any of my ideas in AP Government, and still sends his support. Thank you to my committee who served diligently to help me reach this part of my journey. Thank you to Dr. Gordon for serving as my advisor and chair. Thank you to Dr. Asher for always pushing me to think more critically and taking the time to look around the corner. Thank you for supporting me in teaching the courses that I taught. Special thanks to Dr. Amy Shuman who gave me the roadmap, acted as the guidepost, and listened to the words that I had to say. I am so grateful for your time and heartfelt direction. To my Family: Mama Pat, thank you for my name, I am honored to be your namesake and your image bearer. Thank you to my siblings for helping to shape me and allowing me to be wild with ideas and never telling me I could not do anything. Thanks v to my big sister, Kathryn, who prayed for me, supported me, listened to me, and heard me. I am forever in your debt and my cup runneth over. To my Urban Family: my inner circle. Not many people can hope to have the kind of gal pals that I have. I am blessed beyond measure to have so many ambitious and trailblazing girlfriends (and Joe). Your support throughout the years cannot be measured or labeled except to say that all of it was done in love. Adina, Diane, Sara, Heidi, Bona, Melodie, Rachel, Traice, Jessica, Vanessa, Christina, Erin, Ali, Liza, Lisa, Alexandra, Tracey, Salina, and Joseph, without you all from start to finish I would be nowhere. To the folks who came along the way. To Alpha Epsilon Pi (ETA chapter), Bell Resource Center men, Unplugging Society, Women of Color Think Tank, ENIGMA, Council of Graduate Students, and the plethora of other organizations I was a member of or advised, you all played an important role in where I am now. Thank you. To the men who helped to make this happen, my gratitude to Dr. Moore, Todd Suddeth, Chigo Ekeke, Kwame Christian, Garren Gabral, Rawlins Riles, Larry Hutson, Terry Dancy, AC Sallee, Russell ―Gus‖ Hauser, Gary Bearden, Troy Duffy, Dwayne Pickett, 1539 men, Twins, Shane Pamphilis, Pier One, Viral Patel, and all the other men who I have befriended through this process, thank you. vi Vita 2002................................................................B.A. Women Studies, The Ohio State University 2005................................................................M.A. Higher Education, The Ohio State University 2006-2011 .....................................................Graduate Administrative Associate, Office of Diversity and Inclusion, The Ohio State University Fields of Study Major Field: Education Cultural Foundations, Technology, and Qualitative Inquiry vii Table of Contents Abstract ............................................................................................................................... ii Acknowledgments............................................................................................................... v Vita .................................................................................................................................... vii Chapter 1: Introduction and Statement of the Problem ..................................................... 1 Chapter 2: Literature Review – History of Curriculum and Retention ............................. 16 Chapter 3: Theoretical Frameworks- Critical Theory and Leadership ............................ 67 Chapter 4: Methods ........................................................................................................ 154 Chapter 5: Presentation of the Data and Analysis ......................................................... 169 Chapter 6: Summary and Conclusion……….…………………………………………209 References ....................................................................................................................... 221 Appendix A: Letter sent to Students Residence Halls ................................................... 230 Appendix B: Best Practices from Institutions for Black Students and Black Males…..232 Appendix C: Graduation and Retention Rates of Students at Ohio State ……………..236 viii Chapter 1: Introduction and Statement of the Problem Introduction to the Project: A Narrative In the chapters that follow, there is an evaluation of the effectiveness of a course designed and taught to promote retention among African American men at a Primarily White Institution (comprehensive university). The beginning contains a brief personal discussion of what motivates my work and how the decision was made to focus on the intersectionality of African American males, leadership, and retention and then consider two of the central premises of this work: building on the knowledge that students bring to the university and creating community. The end concludes this introduction with an outline of the chapters. I am always wondering how I can find innovative methods that speak to men. Especially black men with respect to retention at institutions of higher learning like Ohio State. In April 2010 I heard about a new book that was coming out on the 27th written by Wes Moore about two Wes Moores. The book was about two Wes Moores, men who had the same name but different outcomes in life. One Wes Moore had the type of disruption happen that allowed for him to make better decisions about his life. The decisions were made based on the social and cultural influences of the communities that they grew up in. The other Wes Moore kept making poor decisions that have landed him in prison for life. They both came from single parent households and from a similar 1 neighborhood. The first Wes Moore discovered his namesake and corresponded with him. They eventually met, and the book resulted. This was so intriguing. Then it was reported that he was going to be on Oprah so the show got recorded and millions of viewers were impressed with the story within a story. The book was acquired and there was a buzz about not putting it down and many circles of readers and thinkers around black men could not stop talking about it.
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