View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Louisville University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2013 The social construction of ethnicity and masculinity of African American college men. Jonathan Lee Johnson University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Recommended Citation Johnson, Jonathan Lee, "The social construction of ethnicity and masculinity of African American college men." (2013). Electronic Theses and Dissertations. Paper 702. https://doi.org/10.18297/etd/702 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. THE SOCIAL CONSTRUCTION OF ETHNICITY AND MASCULINITY OF AFRICAN AMERICAN COLLEGE MEN By Jonathan Lee Johnson B.S., Berea College, 1999 M.S., University of Kentucky, 2004 A Dissertation Submitted to the Faculty of the College of Education and Human Development of the University of Louisville, in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Department of Educational and Counseling Psychology University of Louisville Louisville, Kentucky May 2013 Copyright 2013 by Jonathan Lee Johnson All rights reserved THE SOCIAL CONSTRUCTION OF ETHNICITY AND MASCULINITY OF AFRICAN AMERICAN COLLEGE MEN By Jonathan Lee Johnson B.S., Berea College, 1999 M.S., University of Kentucky, 2004 April 19, 2013 by the following Dissertation Committee: Dissertation Director, Dr. Michael J. Cuyjet Methodologist, Dr. Melissa Evans-Andris Dr. Ricky L. Jones Dr. Michael D. Anthony ii DEDICATION I dedicate this book to the memory of my loving mother, Katherine Tony Johnson, and to my homegirl and colleague, Erica J. Holloman, who both courageously battled breast cancer with dignity, honor, and care for those closest to them. From them I learned self- assurance when confronted with doubt and resilience when gripped by pain. Momma, you taught Delreo, Jimmy, and me to always to “keep our heads high” and “stand tall with pride,” because we know you demanded no other way. You raised us to be “men, not boys,” “leaders, not followers,” and to “fight for what we want.” We thank you for all the lessons you taught us, to be the men in faith we could become. Erica, I have not forgotten about our $50 bet!...About who would finish this process first. For Josie, Bobby, Ebony, Kisha, McKenzie and for all who love and supported you during your life’s journey, for ALWAYS challenging me, for secretly supporting me, I am collecting for the both of us! iii ACKNOWLEDGMENTS I would like to thank my mentor, Dr. Michael J. Cuyjet, who hired me as a graduate assistant, trained me as a scholar, and supported me like a father. I would like to thank my methodologist, Dr. Melissa Evans-Andris, for taking the risk and supporting my ideas using critical race theory and methodology. To Dr. Ricky L. Jones, I appreciate you keeping it real with me, inside and outside of the classroom, your boldness in scholarship, and for being an example of how someone with my background has a place in the academy. To Dr. Michael D. Anthony, my fraternal Brother of Alpha Phi Alpha Fraternity, Inc., thank you for your friendship, brotherhood, support, and service on my committee. Special thanks for Dr. Natesha L. Smith for understanding my cry and providing friendship and guidance during this project. It has been a long journey and I must acknowledge my friends who have been an inspiration and have encouraged each other since Berea College: Special thanks to Dwayne (my Ace, my Sandz, my Brother), my sisters, Antoinette and Aunneco, to Albert, Joe, Tony, Chuck, Juice, Cindy, Lakes, my Selma crew (Mae, Debbie, and Jose), my collection of professional mentors from Berea (Keith, Dr. Bullock, Virgil, Gus, Jessica, Gail W., Rev. Gloria, and President Shinn). Thanks to my Louisville Family (Erica, Terri, Gilandra, Kate, Fashaad, Kathy, John Mark, Kareem, Kia, and Glen), especially the Graduate School staff and friends. Pop, Delreo, Jimmy, Libby, Mrs. Mary, Mama Russell, Ma’Butler, Corey, Gail, and Jodi, thank you. Muchas gracias a mi suegra, Milagros, mi cuñados, Oscar, Ely, y Jessica. Los quiero mucho. iv Very special thanks to nine men involved in this study. Without your trust in sharing your stories with me this will not be possible. Most of all, I thank God for his grace during my journey and sending my partner, my wife, Suhail and my daughter Mia Katerina. I thank God each day for your strength, which encourages me to become a better man, a better partner, and a better husband. Te amo Mi Negra! v ABSTRACT THE SOCIAL CONSTRUCTION OF ETHNICITY AND MASCULINITY OF AFRICAN AMERICAN COLLEGE MEN Jonathan Lee Johnson April 19, 2013 The purpose of this study was to understand how African American college men construct masculine and ethnic notions of their identities, despite disproportionate social obstacles and hegemonic stereotypes. The primary research question of this study was, “how might African American undergraduate males understand and develop healthy concepts of their ethnic and masculine identities at a predominately White public institution?” The following research questions guided this study: (1) how do African American college men characterize their ethnic identity; (2) how do African American college men characterize their perception of their masculinity; (3) how do African American college men perceive their performance of masculinit(ies); (4) how do the ethnic and masculine identities of African American college men intersect?; and (5) how does being in college impact African American men’s identities? Critical race theory and methodology provided a conceptual framework for exploring and analyzing counterstories about the experiences of African American college men at a large research university in the Southeastern United States. vi In-depth, semi-structured interviewing served as the primary data collect source. Participants’ in-depth interviews formed counterstories of how nine African American college men made meaning of perceptions of their ethnic and masculine identities. Interpretation of their stories structured the data into four major themed categories: (1) dimensions of race and ethnicity; (2) dimensions of masculinity and manhood; (3) intersection of ethnicity and masculinity; and (4) college networks and relationships. The findings revealed that the African American college men involved in this study characterized ethnicity as the cultural expression of their identity and affirmed by the commonality of their African American heritage and culture. Race was characterized by the negative racial stereotypes ascribed to African American people, but particularly negative stereotypes attributed to African American men. Participants’ dimensions of race and ethnicity were based upon cultural characteristics of their physical environment and varied by rural, suburban, and urban communities. Participants described using ‘code switching’ as a strategy to establish relationships as well as to gain access within a predominately White society. Dimensions of masculinity and manhood were based upon traditional performances of masculinity and participants described their perception of manhood as a developmental process. The counterstories of participants’ perception of masculinity included, “Handling your business” as responsible Black men, dismantling hegemonic stereotypes of unemotional men by being “emotionally strong.” Faith, values, and respect emerged as cultural beliefs and characteristics of their African American background. For participants at the intersection of ethnicity and masculinity, findings reveal that negative racial stereotypes extend across physical environments and social vii class. Through a process of ‘reframing,’ the African American college men of this study describe establishing their own ‘versions’ of Black manhood and masculinity. Lastly, African American college networks, especially those dedicated to the academic and social success of African American men, established an environment where they could thrive by establishing meaningful connections with Black faculty, staff, and other students. The African American affinity groups, along with participants’ own determination to succeed, enabled the nine African American college men in this study to transcend all stereotypes. Among recommendations for practice, this study suggests connecting Black college men to African American affinity groups, especially those dedicated to African American men. Implications for research and theory that promote further exploration of the intersectionality of African American college men are also recommended. viii TABLE OF CONTENTS DEDICATION ................................................................................................................. iii ACKNOWLEDGMENTS ............................................................................................... iv ABSTRACT ...................................................................................................................... vi LIST OF TABLES .........................................................................................................