Posted: November 4th, 2022

Revise For Similarity

How Black Men Are Perceived in Leadership Roles and the Barriers They Face

T ve

University

RES-815: Introduction to Research

Dr. nee er

February 19, 2022

Annotated Bibliography
Brooms, D. R., Franklin, W., Clark, J. S., & Smith, M. (2021). ‘It’s more than just mentoring’: Critical mentoring Black and Latino males from college to the community. Race Ethnicity and Education, 24(2), 210–228. https://doi.org/10.1080/13613324.2018.1538125
The study by Brooms et al. (2021) examines the involvement and leadership experiences of 12 Black and Latino male college students at a Hispanic-serving school. The student tales provide a framework to promote and support engagement in college men of color and emphasize the role of community cultural wealth while also discussing ways to build leadership capital, as these perceptions can create or enhance leadership skills, positioning the men to be community change agents.
Male adolescents of color are frequently viewed as “issues” to fix while those in authority are simultaneously disregarding their agency and therefore to constraining the ways, in which they are envisioned, engaged, and taught (Brooms et al., 2021). It is critical to analyze how young people are positioned in schools and the educational opportunities that are available to them. Moreover, their interactions with the school and the community influence their self-image and future ambitions (Brooms et al., 2021).
It is crucial to note that the majority of these institutions were not constructed with pupils of color in mind. Resistive capital, which refers to knowledge and skills obtained through behavior that challenges injustice, is grounded on a history of oppression in communities of color. The act of mentoring others demonstrated to some young men that they possessed social and familial capital (Brooms et al., 2021). Additionally, mentoring offered them a higher feeling of purpose at work and a closer connection to their communities. In schools, Black and Latino males are frequently handled with severe authority and dominance. Black men’s eagerness to repay their communities is noteworthy, especially considering the myth that Black and Latino males must leave their communities to be successful. In this article Black men revealed their desire to aid in the social and emotional development of children.
Haynes, C., Taylor, L., Mobley, S. D., Jr., & Haywood, J. (2020). Existing and resisting: The pedagogical realities of Black, critical men and women faculty. The Journal of Higher Education, 91(5), 698–721. https://doi.org/10.1080/00221546.2020.1731263
This article by Haynes et al. (2020) illustrates that identity association has become difficult to negotiate for Black men in higher education as a result of the many identities to which one might relate, whether gender, sexual, ethnic, racial, or socioeconomic. While these identities can impact Black male development, it is necessary to thoroughly understand the social, cultural, and psychological barriers that Black men face when they explore their identity in higher education. Black men with a scholarly identity could perceive themselves as educated, insightful, and accomplished academics in school setting. Thus diminishing some of the negative mindset and negative propaganda that many Black men have historically perceived academic success as attainable solely by White pupils (Haynes et al., 2020).
The current discourse that highlights the experiences of Black faculty in the classroom is concealed within research that focuses on the backgrounds of faculty of color who teach courses regarding race, gender, or diversity, irrespective of faculty position. Relatively fewer studies examine how their educational techniques affect the realities of Black educators, particularly Black academics without tenure. The conduct and intelligence of people of color have historically been derogatorily portrayed in the media; nevertheless, organizations such as historically black colleges and universities aim to improve Black Americans both intellectually and socially. To counteract these unhelpful signals of academic inferiority, educators must acknowledge the significance of having a scholarly identity in improving students’ motivation, performance, and goals (Haynes et al., 2020).
Because Black mixed-race men have a sense of double consciousness which is an internal tension caused by two distinct social identities, they are aware of how the White gaze threatens to disintegrate and obliterate them. However, this article demonstrates that, instead of being silent victims of discrimination, Black mixed-race males must reject, adapt, and control the imposition of the Black monster stereotype, thus achieving their own objective.
Roberts, S. O., Weisman, K., Lane, J. D., Williams, A., Camp, N. P., Wang, M., Robison, M., Sanchez, K., & Griffiths, C. (2020). God as a White man: A psychological barrier to conceptualizing Black people and women as leadership worthy. Journal of Personality and Social Psychology, 119(6), 1290–1315. https://doi.org/10.1037/pspi0000233
This research by Roberts et al. (2020) indicates that increasing the racial and gender diversity of school principals is problematic for schools. There has been some movement toward developing leadership that more closely reflects a school’s wide range of students; however, this progress has been limited in leadership appointments of women and persons of color. With students of color being the majority of the K–12 population, it is more important than ever before to hire school leaders whose ethnic backgrounds mirror the demographic makeup of the student population. Learning to manage the intricacies of cross-racial sponsor-protégé relationships is critical for independent school leaders of color and their White sponsors to create the trust required for a successful relationship. Building this trust can lead to helpful discussions that promote cross-cultural learning.
According to Roberts et al. (2020), female leaders of color remain underrepresented in independent schools. For the past two decades, the ratio of women of color in positions of power has remained relatively stable. The persistent, uneven promotion of men of color to leadership positions in comparison to their White male counterparts has prompted concerns regarding the constraints faced by Black men in independent schools and the paths that may create prospects for their career progression. Career sponsorship is commonly identified as one critical method that could enhance Black men’s upward career mobility and increase their representation in top executive positions. Black men are frequently subjected to gender and racial discrimination in the workplace; however, sponsorship may provide the means for Black men to overcome professional hurdles and advance to positions of leadership (Roberts et al., 2020).
Robinson, D. (2020). “We got y’all!”: Leading and supporting Black male teacher trajectories. Peabody Journal of Education, 95(5), 532–548. https://doi.org/10.1080/0161956x.2020.1828688
According to Robinson (2020), businesses can no longer accommodate multiple unskilled employees at adequate salaries; consequently, illiteracy is becoming associated with crime and government reliance. Women who have not completed high school are significantly more likely than others to get approved for government assistance, but black men are far more probable to get denied government assistance (Robinson, 2020). In the previous decade, national investments leaned largely toward imprisonment rather than education. Notwithstanding the language of American equality, Black and other “minority” pupils’ educational experiences in the United States remain significantly segregated and unequal. Few Americans are aware that the United States’ educational system is among the most unfair in the industrialized world, with children receiving significantly different learning opportunities based on their social standing.
Income disparity affects many areas of society, from health results and life expectancy to democratic values. Children’s socioeconomic status (SES), of which income is a critical component, is regarded as a significant—if not the most significant—determinant of educational performance. When children begin kindergarten, they are not equally prepared for school, and findings demonstrate that pupils’ SES has a considerable influence on their relative position in the performance distribution. The majority of socioeconomically poor children lag significantly behind in both reading and math skills, but these ability levels grow in tandem with SES, which is a phenomenon known as the socioeconomic gradient. Children within the highest socioeconomic group outperform children in the lowest socioeconomic group in reading and arithmetic (Robinson, 2020).
Black male instructors account for less than 2% of all active teachers in the United States. However, leaders in the teaching profession have attempted to attract and retain Black male educators. When a Black male instructor is present, all students benefit. When they have a Black male instructor, Black males in particular have higher test scores and enhanced discipline. The presence of Black male adults in school settings is critical for the intellectual and social development of Black boys. There is a demand in education for Black male instructors.
The function of the teacher is debated in any community, but this is especially true in the US. Some feel that instructors must adopt a nonpolitical approach: their teaching should not convince pupils to believe in one manner or another but should present facts and improve students’ capabilities. A teacher’s priority should be to intellectually educate children for their future. Others feel that teachers must be truth tellers and champions who teach children in ways that allow them to grasp and act with a full awareness of the truth.
Woodson, A. N., Jones, J., & Gowder, S. (2020). ‘The world they’ve been born into’: Black male teachers on Blackness, masculinities and leadership. Race Ethnicity and Education, 23(3), 307–326. https://doi.org/10.1080/13613324.2019.1663964
In this study, Woodson et al. (2020) note that interrogations of Black masculinity are crucial across disciplines; however, they are especially important for social studies teachers because preconceptions about Blackness and maleness affect efforts for Black civic recognition.
Perhaps more than in other fields, Black male teachers have limited authorized opportunities to contribute. An individual’s will and intelligence, however, brings ideas and goals to fruition. The Industrial Revolution carried Black males in the same way that it swept the rest of the globe. Black males have made their mark in science and technology, although not all Black innovators earned renown.
White, heteropatriarchal beliefs about citizenship exclude Black males. Will who is one of the demographic participants, a social studies teacher of 6 years, his first interaction with a Black male instructor occurred while he was still in college. Stories of privilege and marginalization were sought at Cosbyology events.
Black male employees and supervisors bring as much corporate value as anybody else when they have the necessary knowledge, skills, and experience. They may have a better understanding of developing and selling products for minority customer groups that appeal to White consumers as well. When handled properly, diversity improves corporate success. However, considering the lack of progress achieved by Black males in many American corporations, strong commercial justifications for inclusion are insufficient. Racism has been a part of human history for almost all of human history. At its most severe, this has included genocide, enslavement, and colonialism. While modern people quickly detect and condemn overt acts of racial hatred, racism continues to pervade culture (Woodson et al., 2020).
Racism is visible through direct actions, and it is ingrained in institutions and organizational structures, veiled in daily encounters, and imprinted on humans’ subconscious mind. Racism is a trauma that impacts all young people, particularly those of color who have traditionally faced oppression. The current tides of nationalism, ethnocentrism, xenophobia, and overt racism are evidence that confronting racism is vitally important for those who care about and for children.

Degree
The degree that is being pursued is the Doctorate of Education in Organizational Leadership with an emphasis in Organizational Development.
Research Focus
The primary focus of this research is the underrepresentation of Black males in leadership positions as well as the challenges they face in a society marked by widening racial inequality.
Feasibility of Research Problem
Black men are subjected to hostility, and their leadership credibility is frequently questioned. Because of the history of racism and prejudice, Black males must contend with negative views of themselves that portray them as hypermasculine and other racist clichés. In organizational leadership in the education sector, Black male educators are continuously challenged to demonstrate that they are as knowledgeable as their White counterparts. This researchable topic may be employed to determine whether Black men in the education sector are offered fewer opportunities for development toward leadership positions and how they overcome the obstacles confronted while working in educational institutions. The Proximity to the data source is unknown at this time.
Problem Statement
Black males undergo effective leadership that is affected by institutionalized sociocultural variables and a conflicted reality between Black and White people. Generally, the current study is inspired by a lifetime effort to comprehend the social, cultural, and political dynamics that have been factors in professional development; this effort expounds on why occupational success has been a difficult endeavor for Black men.
Racism significantly impacts the physical, mental, and social health and well-being of children, families, and communities. This significant social variable underpins disparities that disproportionately afflict society’s people of color. Racism is destructive, undermining, and demeaning to society as a whole. Black males are further subjected to a disproportionate number of negative stereotypes, such as aggression, emotional inadequacy, sexual power, and immaturity, which frequently prevent them from advancing in their careers.
Defense of Article Selection
The selected articles emphasize the numerous issues that confront Black men in leadership roles. Individuals, organizations, and society suffer from group-based discrimination: prejudice diminishes fairness and hence diversity; jeopardizes individuals’ health and well-being; and depresses job satisfaction, motivation, and dedication (Phillips & Jun, 2021). These articles reveal a common thread of discrimination against minorities, the focus being Black men in leadership or mentor positions in the education sector. There is a fundamental problem with the current leadership system. Discrimination remains on the basis of race, gender, nationality, age, and a variety of other characteristics, despite ongoing attempts at reduction (Phillips & Jun, 2021). At the intersection of race and gender, it is still unclear how intimidation or rivalry operates (Bloch et al., 2021). Leadership necessitates empathy to better understand others as well as to build trust and develop relationships. However, despite the features that organizations expect of one another, racism and discrimination against people of color, particularly Black men, continue to be significant.
Systems of leadership and mentorship in the education sector commonly overlap in organizational leadership. Consider the faculty system, which is concerned with maintaining professional standards and effective teaching. Black male teachers constitute barely 2% of the overall 7% of Black instructors; this compares to 82% of White teachers. A pleasant school environment can be defined as one that encourages communication within the organizational framework. When the challenges experienced by Black male teachers are not addressed, suspicion and mutual antagonism develop, resulting in an educational climate that is not favorable to learning. These articles provide insight and analysis into important obstacles affecting the advancement of Black male leaders; however, they also provide a platform for discussion and debate. If individuals fail to see favoritism as discrimination, then such biased actions are likely to continue, eventually feeding injustice (Phillips & Jun, 2021). As a result of their race and gender, Black men have detailed the ways in which their professional interactions have been influenced (Bloch et al., 2021). Research also reveals that the connection between race and gender is substantial for Black men (Bloch et al., 2021). Furthermore, Black males have distinct challenges because of the interplay of race and gender (Bloch et al., 2021). The destructive and controlling images portray Black men as hypermasculine and suggest that Black masculinity is criminal, which is detrimental to Black men’s self-esteem and ability to succeed (Haynes et al., 2020). Black male students are subjected to strong authority and dominance (Brooms et al., 2021). The compelling information that supports this issue could initiate a discussion about the Black-created stereotypes of Black masculinity that are prevalent in the Black community (Haynes et al., 2020). Black males are stigmatized as being angry, although comparable forceful acts among White men may be considered indications of leadership (Bloch et al., 2021). These prejudices, together with Black men’s efforts to mitigate their impact, may explain why Black males are more likely than White males to work in occupations dominated by women (Bloch et al., 2021). Additionally, Black men have been excluded from White heteropatriarchal beliefs about citizenship in the United States (Woodson et al., 2020). When compared to their White male counterparts, Black males experience considerable disparity in access to prominent internal sponsors, and the lack of exposure to leaders of color impacts racial disparities in education (Roberts et al., 2020). Finally, inequality can be seen in schools, where Black male teachers find themselves in a predicament when confronted with institutional laws and procedures that dictate which and how knowledge is taught as well as which decisions are made to benefit students of color (Robinson, 2020).

References
Bloch, K. R., Taylor, T., Church, J., & Buck, A. (2021). An intersectional approach to the glass ceiling: Gender, race and share of middle and senior management in U.S. workplaces. Sex Roles, 84(5–6), 312–325. https://doi.org/10.1007/s11199-020-01168-4
Brooms, D. R., Franklin, W., Clark, J. S., & Smith, M. (2021). ‘It’s more than just mentoring’: Critical mentoring Black and Latino males from college to the community. Race Ethnicity and Education, 24(2), 210–228. https://doi.org/10.1080/13613324.2018.1538125
Haynes, C., Taylor, L., Mobley, S. D., Jr., & Haywood, J. (2020). Existing and resisting: The pedagogical realities of Black, critical men and women faculty. The Journal of Higher Education, 91(5), 698–721. https://doi.org/10.1080/00221546.2020.1731263
Phillips, L. T., & Jun, S. (2021). Why benefiting from discrimination is less recognized as discrimination. Journal of Personality and Social Psychology. Advance online publication. https://doi.org/10.1037/pspi0000298
Roberts, S. O., Weisman, K., Lane, J. D., Williams, A., Camp, N. P., Wang, M., Robison, M., Sanchez, K., & Griffiths, C. (2020). God as a White man: A psychological barrier to conceptualizing Black people and women as leadership worthy. Journal of Personality and Social Psychology, 119(6), 1290–1315. https://doi.org/10.1037/pspi0000233
Robinson, D. (2020). “We got y’all!”: Leading and supporting Black male teacher trajectories. Peabody Journal of Education, 95(5), 532–548. https://doi.org/10.1080/0161956x.2020.1828688
Woodson, A. N., Jones, J., & Gowder, S. (2020). ‘The world they’ve been born into’: Black male teachers on Blackness, masculinities and leadership. Race Ethnicity and Education, 23(3), 307–326. https://doi.org/10.1080/13613324.2019.1663964

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