Abstract
Administrators in the upper echelons of higher education face an array of dilemmas that impact and inform institutional priorities around how to serve various student populations best. Chief among those considerations is how to empower historically disenfranchised students toward a deeply substantive experience that inspires them intellectually and involves them in areas of social justice. This chapter provides an explanatory case study of a successful program launched by two vice presidents of a small, Predominately White Institution (PWI) in rural Kansas. It shows how deeply impactful outcomes for black male students can be achieved through intentional Elevating Educational Intentional Practice Programs. The case study explores the “how” and “why” and offers insights for sustained future programming.
Document Type
Book Chapter
Source Publication
Elevating Intentional Education Practice in Graduate Programs
Version
Accepted Version
Publication Date
1-2023
First Page
113
Last Page
139
Rights
© 2023, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
Recommended Citation
Fox, B. (2023). Empowerment Programming: Case Study of How Intentionality and Consideration Create Breakthrough Elevating Graduate Programs. In A. El-Amin (Ed.), Elevating Intentional Education Practice in Graduate Programs (pp. 214-240). IGI Global. https://doi.org/10.4018/978-1-6684-4600-3.ch006
Included in
African American Studies Commons, Business Administration, Management, and Operations Commons, Inequality and Stratification Commons, Social Justice Commons
Comments
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