Diversity Cafe 2019-2020

This qualitative ethnographic study uses narrative inquiry methodology to explore the life stories of Black male student leaders in predominantly white universities. More specifically, interviews with Black males experiencing racial battle fatigue while leading college student organizations are analyzed against participant journals and multiple observations across organizational situations.

This chapter focuses on how the application of critical pedagogy to leadership education allows for issues of identity, power, and culture to shape the process of leadership learning. Examples from the authors' work with various populations of students of color are used to illustrate critical leadership pedagogy.

This study explores 5 African American students' leadership experiences at a predominantly White institution (PWI) where they experienced leadership benefits when leading in predominantly White organizations. These findings provide insight into how African American students lead in predominantly White organizations and the leadership benefits received from participating in active roles. These leadership benefits, which were nourished by peers and advisors, enabled African Americans students to become more involved on their campus.

The purpose of this research was to contribute to the college student leadership literature through a more complex examination of the influences of race on socially responsible leadership development.