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Making the Invisible Visible: Exploring the Experiences of Black Male Professionals in Postsecondary Education

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Date Issued:
2016
Abstract/Description:
College student development literature discusses the challenges faced by historically under-represented groups in college and the role that university personnel play in retaining students from these groups (Brown 2009; Hairston 2013; Kuh et al 2005). Research reveals that Black male students are retained in greater numbers when connected with Black male professionals who: 1) hold them accountable for their choices; and 2) discuss and demonstrate effective coping techniques to deal with race-based challenges that seem to convey colleges and universities are not the appropriate space for young Black men (Bonner and Bailey 2006; Harper 2012; Wynn 2007; Cuyjet 2006). Research does not address, however, the experiences of the Black male professionals who are encouraged to mentor young Black men toward persistence and graduation. Do these professionals experience racism? How do they make visible these acts or communications as racism? How do they encourage Black male collegians and early professionals to recognize and negotiate racism with dignity, strength, and control? This qualitative inquiry, grounded in symbolic interactionism and critical race theory, expands the literature by revealing that Black male professionals in postsecondary education experience racism in the workplace, but their ways of interpreting and responding to the racist acts and communications differ. ?
Title: Making the Invisible Visible: Exploring the Experiences of Black Male Professionals in Postsecondary Education.
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Name(s): Turner, Claudine, Author
Grauerholz, Liz, Committee Chair
Carter, J. Scott, Committee Member
Carter, Shannon, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: College student development literature discusses the challenges faced by historically under-represented groups in college and the role that university personnel play in retaining students from these groups (Brown 2009; Hairston 2013; Kuh et al 2005). Research reveals that Black male students are retained in greater numbers when connected with Black male professionals who: 1) hold them accountable for their choices; and 2) discuss and demonstrate effective coping techniques to deal with race-based challenges that seem to convey colleges and universities are not the appropriate space for young Black men (Bonner and Bailey 2006; Harper 2012; Wynn 2007; Cuyjet 2006). Research does not address, however, the experiences of the Black male professionals who are encouraged to mentor young Black men toward persistence and graduation. Do these professionals experience racism? How do they make visible these acts or communications as racism? How do they encourage Black male collegians and early professionals to recognize and negotiate racism with dignity, strength, and control? This qualitative inquiry, grounded in symbolic interactionism and critical race theory, expands the literature by revealing that Black male professionals in postsecondary education experience racism in the workplace, but their ways of interpreting and responding to the racist acts and communications differ. ?
Identifier: CFE0006406 (IID), ucf:51447 (fedora)
Note(s): 2016-08-01
M.A.
Sciences, Sociology
Masters
This record was generated from author submitted information.
Subject(s): Black Males -- Higher Education -- Aversive Racism -- Tokenism -- Cultural Taxation
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006406
Restrictions on Access: public 2016-08-15
Host Institution: UCF

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