Sermon Tone Analysis

Introduction & Thanks

First, I would like to thank you—Dr.

Ruzicka and Dr. Badal for accepting the invitation to serve on this proposal defense committee.

Special thanks to you, Dr. Simmons for also serving on this committee and serving as a committed mentor throughout this process.

Your guidance and support have been invaluable, and I am indebted to you for the hard work you have given towards helping reach this point in my dissertation process.

My proposed dissertation title is A Phenomenological Study of African American Presidents Serving at Major Colleges & Universities in the United States.

And since this research project references race, I would like to express that all of my references to any races considered in this project is intended to express the literature and data presented by respected scholars.

Furthermore, my intention is to express my findings in a professional and respectful manner.

In this proposal presentation, we will cover the following:

Background of the Problem

Literature Review

Problem Statement

Research Questions

Research Methodology, to include: (4)

Research Method & Design

Research Procedures

Data Analysis, and

Ethical Issues

Background of the Problem

My consideration of this research topic was motivated by my own interest in the experiences of African American college presidents.

I was thankful to discover the research of several scholars towards diversity within higher education executive leadership roles, particularly that of the presidency (Holmes, 2004).

Diversification in leadership has become of greater importance since higher education institutions are becoming more diverse (Gagliardi, 2018).

However, the historical context that demonstrates how African Americans gained the opportunity to serve as college and university presidents reveals the importance of this research project.

According to Holmes (2004), the lack of diversity and underrepresentation is most visible in the office of the president.

Studies conducted by Gagliardi (2018) concluded the typical college president has not changed over the years, and college presidents are usually 62 year old White males who have acquired a PhD or EdD, respectfully.

As a result, this project sought to understand the experiences of African American presidents who serve major colleges and universities in the United States.

This project focused on African American presidents serving major universities rather than only historically black colleges and universities (HBCUs), because tons of research can be found concerning the role African American presidents play at historically Black colleges and universities (Freeman et al., 2016).

However, researchers have discovered there are differences in the experiences of African American presidents serving HBCUs when compared to those serving traditional or major universities (see pg. 11 for examples).

In fact, some have argued that HBCUs have been placed within its own sector (UKEssays, 2018).

According to a study conducted by Corrigan (2002), African American presidents are more likely to serve as president over HBCUs and 2-year colleges.

Ibbotson (2020) confirmed Corrigan’s conclusion when recognizing Christian universities and colleges are predominantly led by White males, even amidst an increasingly diverse student body.

Therefore, this study sought not to simply understand the experiences of African American presidents who serve at HBCUs, but rather African American presidents serving major universities.

Literature Review

To understand the African American leader’s ascension to the office of college president, I conducted a literature review that cover the historical evolution of higher education institutions in the United States and how these institutions came to welcome African American presidents.

Afterwards, attention was given to how HBCUs fit within the system of higher education.

Lastly, the leadership styles of African American college presidents and their impact upon HBCUs were given consideration.

This literature review was fashioned this way to gain a wholistic understanding of the experiences shared by African American presidents over time and within various circumstances.

A study led by Bastedo et al. (2016) concluded the United states will be a majority minority nation by 2050.

To understand the experiences of African American college presidents and their leadership practices, I consulted the leading researchers.

The literature revealed that the role of the African American college president has evolved along with the evolution of higher education institutions in the United States.

The evolution of the college president from the Colonial period to the current time is recognized by Thelin (2019; n.d) as he studied the responsibility of the college president.

Durnin (1961) noted that the college presidents during the Colonial period were mostly clergymen.

However, higher education began to expand as America demanded leaders who could lead in other industries besides Christian ministry (Goldin & Katz, 1998).

Accordingly, the demands of the college president evolved into more of a business leader than a Christian leader or minister (Durnin, 1961).

Therefore, responsibilities like: fundraising, budget management, and public perception were all used to define the role of a college president.

The African American integration into the American educational system was a subject discussed by scholars WEB DuBois (1936) as African American leaders debated on the role they should embrace in the attempt to end racial segregation.

The impact of such court cases as Roberts v. City of Boston, Plessy v. Ferguson, Brown v. Board of Education, and the Civil Rights Act of 1964 all played a role in defining the experiences and responsibilities of African American college presidents.

This history provides the context to what led to the birth of HBUCs and the prominence of African American presidents who were prevented from leading traditional universities.

Furthermore, the experiences shared by leaders during these times led to the development of leadership styles practiced by African American leaders.

Parker (1976) investigated the differences in ethnic minority leadership styles and determined one’s cultural background plays a dominant role in the development of one’s leadership style.

Purcell (2020) concluded that institutional racism is a motivation that influences the leadership practices of African American leaders.

Furthermore, Ozoki et al. (2009) determined transformational leadership styles are commonly used by ethnic minorities who have experienced racism and discrimination.

Another study confirmed that ethnic minority leaders tend to be nurturing, inclusive, dynamic, engaging, and inspiring (Ardichvili et al., 2009; Ayman & Morris, 2009).

Myrdal (1944) conducted a study that concluded African American leaders may adopt one of the two leadership styles: 1) accommodation, or 2) protest.

These two styles were particularly used during the 1940s when African Americans faced intense racial conflict.

According to Myrdal (1944) accommodation leadership style is when an African American leader serves as a mediator between the African American community and other ethnic communities for personal gain (Booker T. Washington).

Myrdal (1944) stated protest leadership style is when a leader used rebellion as a means of frustrating systems of oppression.

As the United States desegregated, African American leaders were given opportunities to lead HBCUs, almost exclusively.

Freeman & Palmer (2020) conducted a study on the experiences of

African American college presidents serving at HBCUs and divided these experiences and leadership practices into two major divisions: 1) experiential skills, and 2) professional knowledge.

Freeman & Gasman (2014) recognized the negative reactions African American presidents serving at HBCUs face.

African American presidents serving at HBCUs face challenges with racist rhetoric, underdeveloped organizational structures, low degree offerings, issues with finances, and struggles with state and federal policies (Freeman & Gasman, 2014).

Freeman and Gasman (2014) interviewed 10 HBCU presidents and discovered all 10 participants felt mentorship was an important in developing an aspiring African American president.

Mentorship can include: 1) professional introductions, 2) job shadowing, 3) problem-solving, 4) fundraising shadows, 5) personal and professional advice (Freeman & Gasman, 2014).

In this same study, Freeman and Gasman (2014) gathered 11 skills the participating presidents suggested should be found in an aspiring president:

vision

communication

fundraising

an entrepreneurial disposition

negotiation skills

board management

collaboration

service

respect for tradition

data-driven decision making

accreditation and student engagement

The literature review in this project confirmed that there has been positive changes in the appointment of African American presidents.

As it relates to the current state of African American leadership, Lederman (2022b) discovered from June 2020 to November 2021, more than 35% of the presidents and chancellors hired in American colleges and universities were African American.

Lederman (2022a) also noted, the murder of George Floyd had a significant impact on the increase of African American presidents.

Statement of the Problem

The purpose of this qualitative phenomenological study was to examine how leadership practices are impacted by the experiences of African American college and university presidents serving major higher education institutions.

The problem is that the experiences of African American college and university presidents serving at non-HBCU colleges and universities in the United States have not been widely researched to determine how their leadership characteristics best serve the student population of their respective higher education institutions (Smith, 2004).

Rationale

Additional research is needed to examine how the leadership of African American presidents influence the diversity agenda of colleges and universities (Walker-Belgrave, 2015).

Further research needs to be conducted to determine the personal and professional experiences of African American presidents who serve at major universities, including but not limited to HBCUs.

Contribution of Study

This project adds to the current body of literature by broadening the research to African Americans serving at non-HBCU institutions.

Walker (2021) recognized most of the research on African American college presidents has focused on African American female college presidents.

However, this study includes males and does not limit the study to females.

Consequently, aspiring presidents will find the information contained within this project useful in any context.

Research Questions

Three research questions have been created to guide this research project and describe the experiences of African American college presidents:

RQ1: How do the professional experiences of African American presidents who preside over major colleges and universities impact their ascension into the office of the presidency?

This research question will consider the different roles served by the respondent.

It will also take into consideration the means of acquiring roles that led to one’s ascension to the office of president.

Respondents will be asked to explain what roles they feel contributed to their ability ascend to the presidency.

RQ2: In what ways do the personal and professional experiences of African American presidents who preside over major colleges and universities impact their leadership characteristics?

This research question will consider how African American presidents interpreted personal and professional experiences that they felt contributed to the way in which they lead.

When referring to personal experiences, the research will consider whether one’s personal experiences with race are considered be critically important to their role as college president.

Professional experiences are concerned with use of mentorship opportunities, the educational pursuit, career development, and one’s exposure to the field of higher education.