Engaging Black College Men's Leadership Identity, Capacity, and Efficacy Through Liberatory Pedagogy

Abstract

This chapter will highlight the process of engaging Black college men in leadership learning by centering their intersecting identities. We employed liberatory pedagogy through an anti-deficit achievement framework for course design and delivery. The chapter addresses the importance and implications of understanding how engaging with same-race and same-gendered peers in formal leadership curricula can support Black men in continuing to develop their leadership identity, capacity, and efficacy. This chapter will end with key course outcomes, pedagogical methods to center identity and build leadership capacity, and key takeaways for leadership educators developing courses that engage Black college men. This chapter concludes with recommendations for research, policy, and practice and offers reflection questions for educators, advisors, and mentors to consider when designing curricula that center on Black men and their leadership learning.

Citation

Robinson, D.A., Allen, J. and Beatty, C.C. (2023), "Engaging Black College Men's Leadership Identity, Capacity, and Efficacy Through Liberatory Pedagogy", Hines, E.M. and Fletcher, E.C. (Ed.) Black Males in Secondary and Postsecondary Education (Advances in Race and Ethnicity in Education, Vol. 9), Emerald Publishing Limited, Leeds, pp. 341-354. https://doi.org/10.1108/S2051-231720230000009019