capstone final project (african-american males)(1)

Running head: AFRICAN-AMERICAN MALES 1

MS – MOL Capstone Applied Research Project

What are the causes of the failures of African-American males in America?

By

Malcolm E. Freeman Jr.

November 2014

Albertus Magnus College

Author Note

This capstone project was prepared for the Applied Research Project MOL – 630 course

instructed by Dr. William S. Hettinger Ph. D

AFRICAN-AMERICAN MALES 2

Table of Contents

Abstract

Introduction

Literature Review

Demographic & Statistical Issues

Psycho-social Issues

Political & Economic Issues

Educational Issues

Framework & Methodology

Data Collection Methods

Sampling Techniques

Representative Sampling Plans

Non-Probability Sampling Methods

Convenience Sampling

Judgment Sampling

Sample Size Determination

Primary Data Collection

Observation

Surveys

Interviews

Diary Methods

Triangulation

Leadership & Management Theories

Analysis & Results

Conclusions / Recommendations / Next Steps / References / Appendices


What are the causes of the failures of African-American males in America?

Abstract

The research question that has been identified in the course Applied Research

Project MOL – 630 is “Why are African-American men in America failing”? To revise

this question into a problem statement it has been rephrased to “What are the causes of

the failures of African-American males in America”? This is more specific of a question,

and proposes the question as a problem. The background on this problem/issue is very

prevalent in the United States. Ever since the African slave trade began, history has

recorded (and un-recorded) many instances of injustices, moral wrongdoings, and overall

diabolical practices employed by the slave masters, whoever they were. What has to be

done is to bring the truth to the light in order to possibly address the issue. The problem

is sometimes that “we can not solve problems without dealing with problems we have

tried to hide, but tackling them would expose the cover-up” (Bolman & Deal, 2013 p.

35). It is believed that this society tries to forget all about slavery, to un-write it from

history, to hide the atrocities and injustices.

The purpose of this capstone project case study is to somehow get a gauge on

what the problems are, in order to attempt to pinpoint the real issues, and come up with

effective solutions. The proposed structure of this study will be utilizing quantitative, as

well as qualitative data, wherever applicable. This will be Explanatory research (Adams,

Khan, & Raeside, 2014 p. 2) and Applied research (Adams et al, 2014 p. 7), and possibly

policy research if it is done thoroughly enough, which is the plan. The research will

utilize documentary as well as demonstrative evidence (Adams et al, 2014 p. 15). The


significance to leadership is that if this epidemic can be eradicated, Black men can

contribute more, and be productive.

Introduction

The literature that has been accessed has much information and statistics on how

African-American males are disproportionately incarcerated, the perceptions of them, and

the stress that the perceived racism can have on African-American people. The

researcher extracted what is believed to be the most important and glaring facts in the

research that may prove the point, so that the researcher may formulate a set of solutions

that may contribute to the upliftment of this ethnic group. The researcher feels this is

important because he is a member of this ethnic group, and he has personally felt the

negative affects of the past disadvantages inflicted upon this group.

For the research population the researcher will limit the subjects to African-

American males, and will consult the opinions of individuals at the Downtown Hartford

Old State House area of bus stops. The researcher is looking to utilize 100 surveys, for

the purpose of simple statistical analysis, and five interviews to get an introspective idea

of the thoughts and feelings of who he believes are crucial members of this group, and

who are in immediate access. The researcher also will note that the more research that is

done, the more concepts of racism that will emerge, but he plans to group and organize

them, and will attempt to address them as a whole in this case study.


Literature Review

Demographic & Statistical Issues

The first article that has been reviewed is the article “Disproportionate

Incarceration of African Americans: What History and the First Decade of Twenty-First

Century Have Brought” (Garrison, 2011). This article assesses the prevalence of

African-Americans in prison at a much higher level than whites or other races. In the

article it is said that “the incarceration of African-Americans is not a phenomenon that

occurred post-civil rights era, but has been a practical fact of criminal justice

administration since data on incarceration have been kept” (Garrison, 2011 p. 87)

The over-representation of the federal and state prison system was not always by

African-Americans and other racial minorities. The first minorities that filled American

prisons were European immigrants, with only a small number being African-American.

Before the end of the Civil War there were very few African (-Americans) in the

developing American prison system because they were under that peculiar institution of

slavery. During the late 19th and early 20th centuries African-Americans began to increase

in numbers within the prison system. In the South they were placed in plantation prisons

or “farmed-out” to companies to perform “honest” or “hard” labor. African-Americans

were subjected to chain gangs in the South and to industrial prisons in the North. The

study states that “the ratio of African-Americans to whites incarcerated since the 1920’s

has consistently been higher for African-Americans…The ratio of incarceration of

African-Americans to whites is 8-to-1, or to put it in a different perspective, on any given

day, more African-American males are likely to be in prison or jail than in college”

(Garrison, 2011 p. 91). Although the disproportionate incarceration of African-


Americans predates the “War on Drugs”, the war on drugs “increased the disparities and

drastically increased the disproportionate representation of African-Americans in federal

and state prisons which culminated in a 17-year period in which African-Americans

accounted for the plurality, if not, the majority of individuals incarcerated in the U.S.

while only accounting for 12% of the population” (Garrison, 2011 p. 92).

The next article that has been identified is titled “The Ball Curve: Calculated

Racism and the Stereotype of African-American Men” (Hall, 2001). Racism, according

to the article, refers to “the efforts of a dominant race group to exclude a dominated race

group from sharing in the material and symbolic rewards of status and power” (Hall,

2001 p. 104). It differs from the other various forms of exclusion in that qualification “is

contingent on observable and “assumed” physiological traits…these traits then imply the

inherent superiority of dominant groups; this superiority is then rationalized as the natural

order of the biological universe” (Hall, 2001 p.104). In America, the most zealous

proponents of racism profess that “those of European descent are superior to African-

Americans as a matter of biological fact” (Hall, 2001 p.104).

It is postulated that those of European descent alone have been endowed with the

capacities necessary to bring about civilization. This was “a thinly veiled form of

colonialism devoted to adjudicating the right of European-Americans to embark on a

nation-wide mission aimed at subjugating African-American men” (Hall, 2001 p.104).

By way of slavery and colonization, European-Americans left no terrain of Western

society untouched by their domination. After decades of domination, the mission to

subjugate African-American men has necessitated a universal, almost mystic belief in the

power of race to elevate or taint (Hall, 2001 p.104).


The study posits that “consequent to differences in racial heritage, racism has

prevailed, at times, as one of the most subtle, but devastating, and tenacious social

problems in the modern era (Hall, 2001 p.104). Basically, this article supposes that

“racial ancestry manifests as an intelligence differential between persons of African and

European descent (Hall, 2001 p.105). There should be no doubt about the importance of

this assumption. Equally, despite current levels of American racial diversity, “to limit

racism to a moral context does a disservice to the scientific method” (Hall, 2001 p.105).

It enables the absurd rhetoric of hierarchy within a single species, and in fact provides a

conduit for the continued social, economic, and political oppression of African-

Americans. Although continued investigation of racism against African-American men

may not be popular or politically correct, “to do so regardless is what distinguishes

science from quackery” (Hall, 2001 p.105). This is what makes the researcher extremely

proud to conduct this study, knowing that he is honoring science and the scientific

method.

The final article of this section is titled “African American Men and Intimate

Partner Violence (IPV)” (Smith, 2008). This article is drawn from African-Americans

that were interviewed who were involved in violent intimate relationships, and looks to

point out the individual causes (exposure to violence), the cultural causes (constructions

of masculinity), and the structural causes (unemployment and incarceration) of intimate

partner violence (IPV) among African-American men. IPV is “triggered” by two threats

to masculinity, but this study only focuses on one trigger, which is “breadwinning”. In

short, “from the point of view of many batterers, battering provides an accessible

mechanism for African-American men—who live in a social world plagued by a system


of racial domination—to re-assert their masculinity and maintain their male privilege and

dominance in their heterosexual relationships” (Smith, 2008 p. 156). The problem with

this is that “battering has the un-anticipated consequence of alienating them (African-

American men) further from these same intimate partners (African-American women),

thus perpetuating the cycle of violence” (Smith, 2008 p. 156).

Psychosocial Issues

The first article that has been identified for this section is what is deemed to be

“counter-intelligence” to the popular opinions of African-Americans, just to give a

picture of what all types of people think of this ethnic group. The article “What does

Black Failure tell us about Blacks?” (Kane, 2013) is a narrative about how Black people

(or Africans or African-Americans) are inherently inferior to Caucasians. The article

goes on to explain that the disproportionate levels of crimes that Blacks commit and the

“insanely dysfunctional” communities in which they live can be attributed to the nature

of them. “In other words, Blacks do what they do because it is who they are” (Kane,

2013 p.2). “To put it another way, the rotten, degrading ghetto culture of Blacks,

including their uncivilized and dysfunctional ways, is but a reflection of who these people

are inherently” (Kane, 2013 p. 2). They produce so much destruction and societal

problems wherever they reside in large numbers and no matter how much resources are

spent attempting to bring them to educational and economic parity with whites

(Caucasians), they always manage to mess it up.

This is not to deny the role that culture plays in the role of Black deviancy, but

that is not the sole cause of their problems. There are a variety of complex social,

psychological, innate traits, and biological elements that together have contributed. It is


naïve to think that Blacks can be reformed simply by more educational funding, minor

changes to their culture, and more federal “poverty programs”. “History has proven that

such well-intentioned efforts fail time after time” (Kane, 2013 p.2). The uncomfortable

truth is that Black men are generally lazy…a good portion of them would rather remain

on welfare than to actively secure a job, especially if that job is entry-level or only pays

minimum wage. “Mexicans and Asians, in contrast, are generally eager to work such

low-paying jobs because their able to see them as stepping stones to something better, but

this is not so for many Blacks” (Kane, 2013 p.2) This article is utilized to exhibit the fact

that some people recently thought this way.

The article that has been identified that will be reviewed at this point is titled

“Social Science Literature concerning African-American Men” (Edmund & Edmund,

1994). “The research literature that focuses specifically on the plight of African-

American males was a phenomenon of the latter half of the 20th century” (Edmund &

Edmund, 1994, p. 508). From mid-century until the mid-70’s, the literature tended to

focus on “dysfunctional males and their contributions to what were considered to be the

problems of Black families, the legacies of slavery and their impact on Black males (e.g.,

the killing off of the most assertive and smartest males, the disruption of family relations,

the distortion of cultural traditions), and the continuing deprivation of opportunities for

black males to exercise responsibility for themselves and their families” (Edmund &

Edmund, 1994, p. 508). Toward the end of that period, attention turned to studies of

urbanization, poverty, and single-parent families. Since the early 1980’s, the emphasis

has shifted to political, economic, social, and psychological issues. Much of this work

focuses on unemployment and the lack of opportunities for meaningful participation in


the nation’s political economy, institutionalized racism and discrimination, and the

impact of these structural phenomena on the attitudes and behavior of African-American

males. Many of these studies examine “how African-American men cope with aspects of

urban life such as drugs, crime, violence, substandard housing, and inferior schooling”

(Edmund & Edmund, 1994, p. 508). An increasing number of studies address issues

related to “the cultural role of African-American men, while others focus on Black men’s

movement between cultures and examinations of the stereotypical images of Black males

perpetuated by the media” (Edmund & Edmund, 1994, p. 508).

The next article that has been identified is titled “Factors impacting Delinquency

in Jamaican and African-American Adolescents” (Stacey, & Morgan, 2011). This article

attempts to identify some of the factors that contribute to the delinquency of Jamaican

and African-American adolescents. “During the last twenty years, politicians, criminal

justice personnel, mass media, and the public have become increasingly concerned with

the situation of crime globally” (Stacey & Morgan, 2011 p. 39). Jamaica and the United

States are two of the many countries plagued with this problem. “The types of strains

that are strongly associated with these criminally delinquent behaviors include, but are

not limited to: (1) failure to attain success because of barriers (education and

employment); (2) parental rejection and poor discipline/supervision (parent-child

attachment); (3) criminal victimization (exposure to crime); and (4) lack of personal skills

and resources to cope (self-esteem)” (Stacey & Morgan, 2011 p. 39). “Historically,

Jamaica’s education system was not developed with the intention of educating the Black

citizens of the country, but was designed for the elite, who were the white slave masters

and their children” (Stacey & Morgan, 2011 p. 40). As a result, education was not an


integral focus for the black citizens; instead labor was emphasized as the means to

survival.

It is posited that the structure of the educational system in Jamaica has led to the

marginalization of Black males in Jamaica. It is recognized that this marginalization has

been impacted by the social role of the male being the provider. To put it another way,

boys were expected to learn a trade that would equip them for the labor market, thus

abandoning academic aspirations. This marginalization, seen in both Jamaican and

African-American males, is currently reflected in gender disparities in academic

involvement in schools, low enrollment in tertiary institutions, over-representation in

remand centers/correctional facilities, and overall crime committed by juveniles (Stacey

& Morgan, 2011 p. 40). Due to the organization of the Jamaican educational system in

comparison to the American, it is expected that the Jamaican students will be less

educated than their African-American counterparts.

One of the best findings of this research is that “delinquents are less likely than

non-delinquents to be closely tied to their parents” (Stacey & Morgan, 2011 p. 41). As

stated in the study “the history of attachment between parent and child within the African

Diaspora, defined by instability and separation, leads to a break down in communication,

involvement, and identifying with parents, which is integral in forming close parent-child

attachments” (Stacey & Morgan, 2011 p. 42). “Slaves on the plantations were dislocated

from their families i.e. fathers were uprooted from their wives, and children engendered a

sense of disconnect and disjointedness that is still evidenced today in Black families”

(Stacey & Morgan, 2011 p. 42). These issues are pervasive in the Jamaican and African-


American family and their communities. What is even more disturbing is the lack of

attention that is paid to this phenomenon, and the effect it has on its citizens.

The article that is presented is titled “Internalized Racial Oppression in the

African-American Community (D, E. J. R. D. P., 2013). Individual and systemic racial

oppression faced by African-Americans has been a main-stay in the history of the United

States since its formation. It has been argued that “in order to maintain this system of

racial oppression, it is necessary to have a psychological element that is self-perpetuating

and internalized by the oppressed group” (D, E. J. R. D. P., 2013 p. 137). Internalized

Racial Oppression (IRO) is described as: a process where individuals “internalize and

accept the dominant White culture’s oppressive actions and beliefs toward Black people

(e.g. negative stereotypes, discrimination, hatred, falsification of historical facts, racist

doctrines, and White supremacist ideology), while at the same time rejecting the African

worldview and cultural motifs (D, E. J. R. D. P., 2013 p. 137).

Once the racial oppression is accepted and internalized, “the need to enforce this

system of oppression by the White majority is eliminated because the oppressed group

will impose the oppression upon themselves” (D, E. J. R. D. P., 2013 p. 137). Studies

and literature on IRO (Internalized Racial Oppression) has indicated that “it is a

cumulative experience that spans across generations, and is the most psychologically

damaging component of racial oppression” (D, E. J. R. D. P., 2013 p. 137)! The study

says that “any analysis of the psychological effects of racism is incomplete without

considering how it is internalized (D, E. J. R. D. P., 2013 p. 138). This is precisely why

this article is included in this study. As a means of discussing African-Americans

experience with IRO, “the demographic profile of African-Americans, their experiences


of historical and contemporary forms of racial oppression, the common manifestations of

IRO among this group, the mental and behavioral health implications, and the clinical

and community interventions for addressing IRO are discussed” (D, E. J. R. D. P., 2013

p. 138).

The next article that was reviewed is titled “Racism as a Stressor for African-

Americans” (Clark, R., Anderson N., Clark, V., Williams D., (1999). This article looks

at the psychological, social, and physiological effects of perceived racism among

African-Americans. This research posits that perceived racism can have adverse health

outcomes and effects. Perceived racism as a stressor may influence the genesis of

depression, by posing threats to self-esteem, making African-Americans failure to receive

normative returns more significant and contributing to a sense of helplessness.

Political & Economic Issues

The next article that has been reviewed is titled “Quality of Life: Perceptions of

African Americans” (Wayne & Darling, 2000). This article sets out to understand the

familial factors of the quality of life of African-American males. It is noted in this

research that “it is often portrayed that the African-American male is an “absent family

member” and as a result African-American males have often been perceived as being in a

subordinate status in the family” (Wayne & Darling, 2000 p. 411). Furthermore, it is

noted that “some African-American males have been victimized and their quality of life

diminished because many have been denied the opportunity to become wage-earners and

providers for their families” (Wayne & Darling, 2000 p. 411). Some studies have

reported African-American males as individuals who display erratic behaviors, and are

unable to assume the responsibilities of fatherhood, while other studies have reported that


“when African-American males have the opportunity to become wage earners and

providers, they are more likely to be responsible and in husband-wife families…not being

able to function successfully in the male role can cause the African-American male to

lose a sense of masculinity and social identity” (Wayne & Darling, 2000 p. 411).

The article also presents a dynamic in African-American communities which are

“extended families”. Wayne & Darling state that “the extended family structure is a

typical method used in African-American families to deal with economic hardships and

to give support to family members through other resources” (p. 412). It often consists of

nuclear families with additional biological and non-biological relatives. Values,

emotional closeness, economic cooperation, child care, social regulation, and discipline

are types of resources shared in extended families. Through these resources, the family

structure is willing to sacrifice for the well being of the group. The resource-exchange

theory is utilized to address the relationships among the variables of interest. The

resource-exchange theory posits that “humans form interpersonal relationships in light of

the rewards, costs, or profits (outcomes) that such associations might be expected to

bring” (Wayne & Darling, 2000 p. 413). Rewards transmitted in personal encounters in

this framework are: love, status, information, money, goods, and services.

The final article of this section is titled “The Future of Fatherhood and Families in

African-American Communities” (Franklin, 2009). In the fall of 1998, a historic

conference sponsored by the Morehouse Research Institute at Morehouse College in

Atlanta, Georgia, almost succeeded in placing the issue of father absence on the national

agenda. Morehouse is the only all-male, historically black college/university (HBCU) in

the United States. It also happens to be the alma mater of Dr. Martin Luther King Jr.


This stronghold of African-American male achievement “was the perfect venue for a

conference designed to examine issues pertaining to the future marriage and parenthood

of African-American communities” (Franklin, 2009 p. 79). The study finds that by fault

of strident individualism and a weakened sense of obligation to the family, “fathers the

world over, rich and poor alike, are increasingly disengaging from their children and

from the mothers of their children” (Franklin, 2009 p. 80). This study also notes the

“African notions of the sacredness of being a father (creator) and remembers the history

of African-Americans history of religion’s success in empowering African-Americans to

overcome oppression” (Franklin, 2009 p. 80).

Educational Issues

The article that was reviewed for this section is titled “The Origins of African-

American Culture and its Significance in African-American Student Academic Success”

(Davis, 2005). African-American participation in American society “seems

overwhelmingly filled with devastatingly disproportionate difficulties ranging from

critically high incarceration rates to tragic, often violent, high mortality rates” (Davis,

2005 p. 43). Furthermore, “school systems across the country consistently report glaring

and alarming academic achievement gaps between African-American children and their

peers” (Davis, 2005 p. 43). Many researchers believe that effectively educating African-

Americans would improve many of these social ills. Much research has ensued in order

to intervene in these disturbing challenges, especially the academic-underachievement of

many African-American children in the United States.

Recently, however, a discovery has found “a void in educators’ understanding of

African-American culture” (Davis, 2005 p. 43). It is found that “due to educators’


limited understanding of African-American cultural mores, their ability to effectively

educate African-American students was severely limited” (Davis, 2005 p. 43). It is also

noted that “most educators’ do not recognize the difference between voluntary European

immigration to American society and culture, and the involuntary forced African-

American relocation to American society and culture” (Davis, 2005 p. 43). This

seemingly harmless omission, however, “may expound the challenges involved in

effectively educating and intervening in many of the socio-political problems facing

African-American, and larger American, culture” (Davis, 2005 p. 44).

Framework & Methodology

The methods that will be utilized to conduct this study will be outlined here in the

Framework & Methodology section. The methods will be cited from the Research

Methods for Business and Social Science Students (Adams, Khan, Raeside, 2014) text

from this Applied Resource Project course. What has to be noted from the beginning of

this section is the “limits of validity” which “relate to the consistency between logical and

material truth and to the rules of evidence as discussed in Chapter Seven” (Adams, et al.,

2014 p. 65). Another issue with case study research is the “problem of syllogistic

reasoning, where what appears to be a logical argument is in fact not so…in addition,

even if there is a logical argument or statement it does not follow that it will be materially

correct” (Adams, et al., 2014 p. 64). Noting both of these fallacies, this research will be

conducted as thoroughly as the researcher’s academic acumen will provide.

In terms of research design, the key issues facing the researcher are those of

validity, reliability, and generalizability. This research project will be conducted in a

“Quasi-Experimental Design”, which is “the researcher plans to measure the response


variable depending on the explanatory variable, and there is a lack of randomization in

the quasi-experimental design…it is a mixed design where random and non-random

experiments are employed together” (Adams, et al., 2014 p. 66). This is because the

researcher will be conducting surveys of random Black males, but will be interviewing a

non-random selected five Black males. The research design relationship that will follow

is the Quasi-Experimental Design to Prospective Design to Cohort Design, which is

illustrated in Figure 5.1 (Adams, et al., 2014 p.67). For the sources of data some of the

questions will be age, marital status, and educational level. These questions will be

coded with a “nominal scale”, and some of the information collected will be interpreted

using a “ratio scale”.

Data Collection Methods

There are often two phases in the process of data collection, which are pre-testing

and the main study. A pre-testing phase using a small sample may determine whether the

data collection plan for the main study is an appropriate procedure. A small-scale pre-

test study provides an advance opportunity for the researcher to check the data collection

form to minimize errors due to improper design elements, such as question wording or

question sequence. Additional benefits include discovery of confusing interviewing

questions, learning if the questionnaire is too long or too short, and uncovering other such

field errors. The researcher will conduct this pre-test with his Master’s Program cohort.

Sampling Techniques

The researcher will have to get a sample population of the group at large.

“Sampling is the process or technique of selecting a suitable sample for the purpose of


determining parameters or characteristics of a whole population” (Adams, et al., 2014 p.

72). To carry out a study, the researcher must bear in mind what size the sample should

be, whether the size is statistically justified, and what method of sampling should be

used. For any sampling the researcher needs to consider the time and cost of conducting

the survey, and whether it is small-scale or large-scale. How “representative” the sample

is may be a common question. Researchers usually try to draw a representative sample to

draw any conclusion about the “real world” that they possibly can. This is what is called

the “Researcher’s Responsibility” (Adams, et al., 2014 p.73). The researcher believes

that 100 surveys and five interviews is a good representation of the geographic

population. In this case, the researcher will conduct 100 surveys, for simple statistical

calculation. There are two basic sampling techniques, which are probability and non-

probability sampling. Probability sampling is a sample in which every element of the

population has an equal chance of being selected. On the other hand, non-probability

sampling is when sampling units are selected on the basis of personal judgment. For the

purpose of this study, the sampling method will be both probability and non-probability.

Representative Sampling Plans

For the purpose of this study, the researcher will utilize the “Simple Random

Sample” method. A random sample is defined as “selections are made from a specified

and defined population (Black males), each unit is selected with known and non-zero

probability, so that every unit in the population has an equal (known) chance of selection,

and the method of selection is specified, objective, and replicable. The researcher will

conduct the surveys at The Old State House bus stop area of Downtown Hartford.

Random sampling results in the selection of a determinate set of units/people.


Substituting other units/people for those already selected is not allowed at the sampling

or data collection stages.

Non-Probability Sampling Methods

In non-probability sampling, the probability of selecting population elements is

unknown. Nonetheless, in a situation when a sampling frame is absent, one can easily go

for non-probability sampling methods to serve the objectives of the study. However, a

question may arise as to how closely these approximate for representativeness.

Additional reasons for choosing non-probability over probability sampling are “cost” and

“time”.

Convenience Sampling

Non-probability samples that are un-restricted are called convenience samples.

They are the least reliable design but, normally, the cheapest and easiest to conduct.

Researchers have the sole freedom to choose whomever they find, thus the name

convenience.

Judgment Sampling

A cross-section of the sample selected by the researcher conforms to some

criteria. Judgment sampling is appropriate at the initial stage of research. When one

wishes to select a biased group for screening purposes, this sampling method is also a

good choice.

Sample Size Determination

For researchers who do not have advanced statistical skills, a common-sense

approach to statistical methodology may be employed. Sample size is associated with


time & cost. It is on the basis of these two constraints that one has to determine a sample,

which in turn will be able to produce results that are statistically significant, statistically

robust, or statistically justified, but more importantly, representative of the whole

population. An under-sized sample “can be a waste of resources for not having the

capability to produce useful results” (Adams, et al., 2014 p. 77). Not following statistical

designs “compromises validity, and might lead to incorrect conclusions (Adams, et al.,

2014 p. 82). It is relatively straight-forward to gather information about small subsets of

populations. Large or geographically spread populations present issues.

Primary Data Collection

Many differing methods to compiling original data are outlined in this text. The

collection of this data “is a very important aspect of research design and the ability to

achieve the research aims, and answering the research questions depends on the

effectiveness of the data collection” (Adams, et al., 2014 p. 92) .

Observation

Observation is a data collection method in its own right; no matter which data

collection method one follows, observation should be an important element. “Some of

the most important findings in research have been accidental and captured from

observations of the failures of other data collection methods (Adams, et al., 2014 p. 93).

So, be alert and observe and note and document these observations. It would be good to

maintain a research diary. This should be a “small notepad which accompanies you

everywhere, and observations, chance findings and important references can be noted in

it” (Adams, et al., 2014 p. 93). In conducting observations there is a need to be


unobtrusive so that people do not change their behavior because they notice that they are

being watched (Hawthorne Effect).

Surveys

To obtain information from people, it seems obvious that one should either

question them face-to-face, or conduct telephonic surveys or mail questionnaires.

Surveys are indeed “the most widely used method of data collection in business and

management” (Adams, et al., 2014 p. 96). As surveys dominate thought, most

researchers are reluctant to think of other methods. It is encouraged to think of other

methods because “response rates from surveys are rarely higher than 20%, which is

hardly representative of a population” (Adams, et al., 2014 p. 96). In conducting surveys

“the construction and design of the instrument are critically important, as are the sample

selection and administration” (Adams, et al., 2014 p. 96).

Interviews

Qualitative data is required to understand in-depth motivations for people’s

behavior or feelings. Face-to-face or telephone interviews are frequently used in business

and management research. It allows a mass of information to be collected but is very

time-consuming and sample-sizes tend to be small. Thus, although one obtains in-depth

information, one may question the representativeness of the findings. The concept of

interviewing “may be extended and people may be interviewed in groups to make the

process more efficient” (Adams, et al., 2014 p. 92).

Diary Methods


Diaries can be either qualitative or quantitative depending on the kind of

information that is recorded. At one level they may be “a simple record of events from

which activity sampling may provide a statistical treatment, while at another level they

may take the form of a personal journal research process” (Adams, et al., 2014 p. 97).

Researchers are sometimes asked to maintain a diary but it needs to be structured to

enable the writer to focus on what is relevant. For undergraduate or Masters research it is

not recommended to use a diary because there is limited study time, but I will utilize a

diary briefly.

Triangulation

In business and management there is a need for triangulation in order to search

both for accuracy of the data and for alternate explanations. The idea is to collect data by

different means in the hope that there is a convergence on the truth. From “a qualitative

perspective, this process is complex because of the notion of social constructivism (it

takes a subjective rather than an objective view of the world)” (Adams, et al., 2014 p.

100). This perspective, held by most qualitative researchers, “rests on the belief that

there are multiple perspectives or views of the case that need to be represented and that

there is no way to establish, beyond contention, the best view or the truth” (Adams, et al.,

2014 p. 100). This is why this case study presents what is deemed “counter-intelligence

information. There are multiple perspectives and views on this subject, and they need to

be represented to bring a fuller picture of the views on these ideas.

Leadership & Management Theories


The leadership and management theories that will be applied to this project will

be Maslow’s Need Hierarchy found in Organizational Behavior (Nelson & Quick, 2013),

Jack Welch’s thoughts on candor found in his book Winning (Welch, 2005), 10xers found

in Great by Choice (Collins, 2011), and The 14 points of Quantum Leap Thinking found

in Quantum Leap Thinking (Mapes, 2003) . We will begin with Abraham Maslow’s

Need Hierarchy. Maslow’s Hierarchy of Needs proposed a theory of motivation that goes

beyond just physical and economic needs to emphasize psychological and interpersonal

needs as well.

Maslow’s Need Hierarchy

At the core of Maslow’s theory is a hierarchy of five “need” categories. Abraham

Maslow labeled the five levels of his needs hierarchy as “(1) physiological needs, (2)

safety and security needs, (3) love (social) needs, (4) esteem needs, and the need for (5)

self-actualization” (Nelson & Quick, 2013 p. 77). The distinguishing feature of

Maslow’s need hierarchy is the progression hypothesis, which suggests that “as one level

of need is met, a person progresses to the next higher level of need as a source of

motivation” (Nelson & Quick, 2013 p. 77). Conversely, people progress up the levels of

the hierarchy as they successively gratify each level of needs. This theory relates to my

research problem because I believe that if this theory is applied to African-American

men, they will be able to flourish healthily as their needs are met and they progress up the

hierarchy. The African-American men will realize much success following this theory

and will realize growth and satisfaction as their needs are fulfilled.

Jack Welch’s Candor


The second leadership theory that was drawn from was Jack Welch’s Theory on

Candor found in his book Winning (Welch & Welch, 2005 p. 25). Welch believes that

“lack of candor is the biggest dirty little secret in business” (Welch, & Welch, 2005 p.

25). Welch says that “lack of candor basically blocks smart ideas, fast action, and good

people contributing all the stuff they’ve got” (Welch, & Welch, 2005 p. 25). Welch feels

that “when you’ve got candor, everything operates faster and better” (Welch, & Welch,

2005 p. 25). The 3 main ways that candor leads to winning are (1) “candor gets more

people into the conversation, and when you get more people into the conversation, you

get idea rich” (Welch, & Welch, 2005 p. 27). More ideas get surfaced, discussed, pulled

apart, and improved. Jack says that “any organization that brings more people and their

minds into the conversation has an immediate competitive advantage” (Welch, & Welch,

2005 p. 27).

Secondly, (2) candor generates speed. “When ideas are in everyone’s face, they

can be debated rapidly, expanded and enhanced, and acted upon” (Welch, & Welch, 2005

p. 27). That approach, “surface, debate, improve, decide, is not just a competitive

advantage, it is a necessity in the global marketplace” (Welch, & Welch, 2005 p. 27).

Third and lastly, (3) “candor cuts costs—lots—although you will never be able to put a

precise number on it” (Welch, & Welch, 2005 p. 27). Welch says to “just think of how it

eliminates meaningless meetings and bullshit reports that confirm what everyone already

knows” (Welch, & Welch, 2005 p. 27). Welch believes that “if you put all of its benefits

and efficiencies together, you realize that you just cannot afford to not have candor”

(Welch, & Welch, 2005 p. 28).


This theory relates to the research problem because the researcher believes that in

getting the African-American men to understand what has to be done to improve, the

discussions and theories of improvement will have to be conveyed with candor, as well as

the atmosphere of the entire initiative will have to be candid. With this element of

leadership in place, the subjects will be able to develop a thick skin and be able to handle

the many different situations that inevitably will be presented to them.

10x Leadership

The next theory of leadership that will be utilized is 10x Leadership found in the

text Great by Choice (Collins, 2011). This leadership theory supposes that “10xers share

a set of behavioral traits that distinguish them from the comparison leaders” (Collins,

2011 p. 18). 10xers distinguish themselves by embracing a paradox of control and non-

control. 10xers understand that they face continuous uncertainty and that they cannot

control, and cannot accurately predict, significant aspects of the world around them.

10xers also reject the idea that forces outside their control or chance events will

determine their results; they accept full responsibility for their own fate (Collins, 2011 p.

19).

10xers bring this idea to life by a triad of core behaviors: fanatic discipline,

empirical creativity, and productive paranoia (Collins, 2011 p. 19). Animating these

three core behaviors is a central motivating force called Level 5 Ambition. These

behavioral traits correlate with achieving 10x results in chaotic and uncertain

environments. “Fanatic discipline keeps 10x people on track, empirical creativity keeps

them vibrant, productive paranoia keeps them alive, and Level 5 Ambition provides

inspired motivation” (Collins, 2011 p.20). This theory of leadership will instill the values


needed in the subjects to be able to build a strong enough foundation in their growth

process so that they have the best chance of success.

The 14 Points of Quantum Leap Thinking

The fourth and final leadership theory that will be utilized will be The 14 Points

of Quantum Leap Thinking found in the book Quantum Leap Thinking (Mapes, 2003).

They may be in any order, but they must act together in harmony. The 14 Points of

Quantum Leap Thinking are: (1) Pay Attention; paying attention moves far beyond

watching and listening. Paying attention allows us to see things more clearly and things

that we might otherwise have missed. “Paying attention improves communication and

enhances the self-esteem of the people around you” (Mapes, 2003 p. 66).

(2) Turn Fear into Power; “F.E.A.R. is False Evidence Appearing Real” (Mapes,

2003 p. 66). Fear can be a message to pay attention, or it can become a barrier that keeps

us from achieving what we want. “How we allow fear to affect us determines our

progress toward the leap” (Mapes, 2003 p. 66) (3) Hold a Vision; A “clear vision is the

driving force behind the individual, a team, or an organization” (Mapes, 2003 p. 66). “A

vision that coincides with your personal values and offers a win for everyone establishes

a superior level of commitment” (Mapes, 2003 p. 66).

The 14 Points of Quantum Leap Thinking continue with (4) Enlarge Goals; Goals

by their very nature are limiting. To rise to the next level, you must learn to move from

your current view of the situation to a better view. The skill of enlarging goals is the

willingness to answer the question “Is this as big a game as I want to play?” (Mapes,

2003 p. 66). (5) Be Flexible; Change is far too rapid for us to have rigid rules. No matter


where we are, “flexibility allows for faster course correction, less stress, and a quicker

response time to others’ needs” (Mapes, 2003 p. 66).

(6) Have Commitment; “Commitment propels the quantum leap, and commitment

only exists when you feel a personal stake in the outcome” (Mapes, 2003 p. 66). (7)

Empower; Empowerment “gives you and those around you the training, space, freedom,

authority, support, and resources to do the best job possible” (Mapes, 2003 p. 67).

Empowerment creates authority and ownership. (8) Communicate with Integrity; You

are your word. What you communicate is how you are perceived and who you are.

“When you take personal responsibility for your communication, you create partnerships

of the highest level” (Mapes, 2003 p. 67).

The next points of Quantum Leap Thinking are to (9) Create Partnership;

Partnership creates synergy, and synergy creates something larger than the power of the

individuals involved. “In essence 1 + 1 becomes 3…Interdependence is the center of any

relationship, whether it’s family, team, community, or corporation” (Mapes, 2003 p. 67).

“Interdependence is the center of any relationship, whether it’s family, team, community,

or corporation” (Mapes, 2003 p. 67). (10) Have Fun; Fun is not necessarily frivolous.

Fun is an attitude that “creates a healthy atmosphere for learning, creativity, innovation,

and productivity” (Mapes, 2003 p. 67). (11) Take Risks; Risk taking is the catalyst for

continuous learning, innovation, and growth. Encourage risk taking in others and take

risks yourself. The “benefits of taking a risk almost always outweigh the results of

playing it safe” (Mapes, 2003 p. 67). The final points of Quantum Leap Thinking are

(12) Trust; Trust comes from faith. When you have done all that you can do, it is time to


trust. “Both self-trust and trust in others are key elements in taking the quantum leap”

(Mapes, 2003 p. 67).

(13) Love; Love is unconditional. Love is letting go of fear. Love “is the most

empowering filter we can look through because when you choose to see the world

through the eyes of love, you respect the dignity of others and reduce negative stress in

yourself and others” (Mapes, 2003 p. 68). And finally, (14) Support; Support promotes

the confidence to think creatively, take risks, and deal with ambiguity. The successful

Quantum Leap Thinker both asks for and gives support. “Building the foundation and

balancing the 14 building blocks is work, but it has already been learned that you have

the tools to do it and the people to help” (Mapes, 2003 p. 68).

Analysis & Results

Survey Results

1. I am a male? 100%

2. I identify as African-American? 98% Yes / 2% No

3. State you are from? 77% CT / 17% other states / 6% No answer

4. Country you are from? 86% U.S. / 7% Other / 7% No answer

5. Age? 10 - 20 / 21 – 30 / 31 – 40 / 41 – 50 / 51 – 60 / 61 – 70 / 71 – 80+ / N.a.

16% 17% 27% 14% 17% 4% 2% 2%

6. Marital Status? Single / Married / Divorced / Widowed / No answer

75% 10% 4% 2% 9%

7. Educational level? n/a / High School / College / Graduate Level / Ph. D

5% 46% 37% 12% 0%

8. I played high school sports? 68% Yes / 32% No


9. I played college sports? 13% Yes / 87% No

High School Sports

Basketball, Football, Baseball, Track, Soccer, Lacrosse, Hockey, Wrestling, Tennis, Cross-Country, Swimming

College Sports

Basketball, Football, Baseball, Track

12. Have you ever been arrested? 63% Yes / 37% No

I believe that African-Americans are inferior to Europeans?

Strongly Agree

7%

Agree

10%

Indifferent

12%

Disagree

22%

Strongly disagree

49% I believe that it is okay to hit your intimate partner?

Strongly agree4%

Agree

1%

Indifferent

3%

Disagree

23%

Strongly disagree

69%I believe that African-American males are portrayed well in the media?

Strongly agree6%

Agree

8%

Indifferent

12%

Disagree

29%

Strongly disagree

45%Do you have a close parent-child bond with your biological father?

Strongly agree32%

Agree

22%

Indifferent

14%

Disagree

17%

Strongly disagree

15%I believe that I inflict racial oppression upon myself?

Strongly agree8%

Agree

19%

Indifferent

7%

Disagree

27%

Strongly disagree

44%I believe that I am empowered as a leader in my family?

Strongly agree40%

Agree

42%

Indifferent

10%

Disagree

4%

Strongly disagree

4%I believe that attending an African-American, all-male high school/college (HBCU) would benefit me?

Strongly agree

19%

Agree

24%

Indifferent

31%

Disagree

10%

Strongly disagree

15%Does/Did the American educational system fully engage your learning abilities?

Strongly agree14%

Agree

27%

Indifferent

13%

Disagree

30%

Strongly disagree

16%Do you believe that African-American men in America are an “endangered species”?

Strongly agree27%

Agree

27%

Indifferent

14%

Disagree

19%

Strongly disagree

13%Do you feel that President Barack Obama has served African-Americans in particular?

Strongly agree

15%

Agree

24%

Indifferent

29%

Disagree

17%

Strongly disagree

15%


Interview Results

The interviews that were conducted netted the same ideas as the survey

respondents with two exceptions. One interviewee said that “Everybody wants to be

Black now…but no one wants to “be” Black. They want to be Black for the genetics, but

not for the social stigma. They want to take the positives, but leave the negatives”.

Conclusions/Recommendations/Next Steps

The survey results are straight-forward, but they have their quirks. For instance,

100% of the participants were males, but 98% were African-Americans. One person

“looked” African-American to the researcher, and he selected him using the non-

probability aspect of the research method, using personal judgment. The individual

indicated that he was not African-American, but continued to complete the survey. The

second individual was a 20-year-old Caucasian male, who knew that he did not fit the

survey population, but wanted to fill out a survey anyway, so the researcher obliged.

This baffled the researcher, and taught him not to judge a person by their looks.

When asked what state they were from 77% of the individuals were from the

Connecticut, while 6% were from New York, two people were from Alabama, two were

from Virginia, and one person each were from Delaware, California, Louisiana,

Michigan, Florida, South Carolina, and Massachusetts. When asked what country they

were from 86% were from the United States, while 5% were from Jamaica, 7% did not

answer, maybe because of some type of fear, and one each were from Puerto Rico and the

United States Virgin Islands. The age ranges were easily tabulated in ranges of ten, from

the age of ten to the age of 80 plus. The most represented group was between 31 and 40,

with 27% volunteerism. The researcher believes that this has occurred because the


researcher is in this age range also, which is what may have compelled individuals in this

age range to be alerted to the survey, being able to see “eye to eye” with these persons.

The next question was about marital status. 75% of the individuals reported being single,

which is a blaring red flag. With only 10% of the males reporting being married, this is a

problem in the African-American community. Marriage needs to be promoted more

often in order to get the black males living healthier and longer.

When asked about educational level, 46% of the males reported completing a high

school level education, while 37% indicated that they completed a college education,

which is a positive indicator. 12% indicated that they completed at the graduate level,

while none completed a doctorate level education, which is another red flag. Why are

there no Black men with doctorate degrees represented, and how representative is this in

correlation with the whole country? If this is a representative number, Blacks males need

to emphasize on obtaining doctorate degrees. 5% did not answer, maybe out of

embarrassment of not having a diploma at all.

When asked about participating in high school sports, 68% of the respondents

indicated that they participated, which can imply a few things. It could imply that

according to this percentage, high school African-American males are pushed into sports

instead of emphasizing academics. It also can imply that African-American males are

naturally dominant in sports, so they are more inclined to play sports and make the high

school teams. When it comes to the college level though, only 13% indicated that they

participated. This can imply that since academics are not emphasized to Black males

they are less likely to continue on to college. The sports played most by these individuals

at both levels are basketball, followed closely by football and baseball. The other sports


indicated were track, soccer, tennis, hockey, lacrosse, wrestling, gymnastics, cross-

country and swimming. Of the 100 people surveyed, 63% reported being arrested before,

which confirms the literature of this case study that African-Americans are

disproportionately placed in trouble with law enforcement.

When the respondents were asked if they believed that they were inferior to

Europeans they mostly strongly disagreed, with 49% of the vote. 22% disagreed also, but

what troubled the researcher was that 10% agreed and 7% strongly agreed! This

confirms the literature that some African-Americans do believe that they are inferior to

Europeans. 5% did not answer the question, maybe because it is a controversial question.

When asked if they believe that it is okay to hit an intimate partner, 69% responded no,

which may mean that most African-American males surveyed do not do it, or that they

refrained from indicating it on a survey. What is alarming is that 4% responded strongly

agree, while 1% agreed and 3% were indifferent. Who are these guys?

When asked if they believed that African-Americans are represented well in the

media 45% strongly disagreed, while 29% disagreed. This confirms the popular belief

that African-Americans are not portrayed well in the media. When asked if they had a

close parent-child bond with their father 32% strongly agreed, while 22% agreed. This is

a positive trend in this group of people, but what is yet to be determined is if these fathers

are in the home or not, because the research says that African-American fathers usually

have to bond with their children from a distance. When asked do you believe that you

inflict racial oppression on yourself 44% strongly disagreed while 27% disagreed, which

is a positive sign contrary to the research. What is alarming is that 19% agreed and 8%

strongly agreed.


When asked do you believe that you are empowered as a leader in your family,

40% strongly agreed and 42% agreed, which is a positive trend in the research

population. When asked if they believed that an all-male, African-American high

school/college (HBCU) would benefit them, the respondents strongly agreed 19% of the

time, while still 24% agreed also. Surprisingly, 32% were indifferent, maybe because

they have no idea what an all-male school would be like, or they have no idea what

benefit an African-American studies education will do for them. This also may be

attributed to the way African-Americans sometimes detach themselves from African

culture. When asked if the American educational system engaged their learning abilities,

14% strongly agreed, while 27% agreed, which is contrary to the literature, but

nonetheless a positive trend. It shall be noted that 30% still disagreed with this question.

When asked if they believed that African-American men in America are an

endangered species 27% strongly agreed and another 27% agreed, which is alarming in

itself. 14% were indifferent, which means that they need to be educated on the subject.

19% disagreed, and 13% strongly disagreed, which is good, but we have to make these

individuals certain. They should not be uncertain about whether their sub-group of

people are endangered or not. Lastly, when asked if President Barack Obama has served

African-Americans in particular, 15% strongly agreed and 24% agreed, which is positive.

But, 28% were indifferent and 17% disagreed, and another 15% strongly disagreed! This

means that these individuals still do not believe that the president is serving them well

and that their needs are not being addressed, even though he campaigned on getting “the

Black vote”.


Recommendations

The first recommendation that is drawn from these conclusions is to institute an

all-male-African-American HBCU, or an all-male African-American Academy of

Excellence for 18-24 year-old males. The Academy of Excellence would take on the

format of a Job Corps structure, but would utilize Maslow’s Hierarchy of Needs as its

framework, would utilize 10x Leadership strategies in its curriculum, then would use

Quantum Leap Thinking as its principles, and Jack Welch’s theory on Candor as its

behavioral emphasis.

The second recommendation for the individuals 31-40 years old who represented

most of the volunteer surveyors and all the older age groups who were represented in the

surveying is to attend college. The researcher suggests Albertus Magnus College

Accelerated Degree Programs, as he has undertaken this same journey and knows it

works.

The third recommendation is to promote Ph. D attainment in the African-

American male community. By the survey results these individuals are not pursuing

doctorate degrees, which may be a “glass ceiling” for them. This needs to be improved.

Next Steps

1. Institute this case study for Caucasian males.

2. Institute this research for African-American females.

3. Find out if the father’s the African-American males had a bond with are “in the

home”.

4. Revise the question “I believe that I inflict racial oppression upon myself” to “Do

you believe that you “internalize racial oppression”. This is more direct.


References:

Adams, J., Khan, H., & Raeside, R. (2014). Research Methodology. In Research methods

for business and social science students (Second Ed.). Thousand Oaks, California:

Sage Publications.

Bolman, L., & Deal, T. (2013). Preface. In Reframing organizations: Artistry, choice,

and leadership (5th ed.). San Francisco, California: Jossey-Bass.

Clark, Rodney; Anderson, Norman B.; Clark, Vernessa R.; Williams, David R.

American Psychologist, Vol 54(10), Oct 1999, 805-816. doi: 10.1037/0003-

066X.54.10.805

Collins, J., & Hansen, M. (2011). 10xers. In Great by Choice: Uncertainty, Chaos, and

Luck: Why some thrive despite them all. New York, NY: HarperCollins

Davis, P. (2005). The Origins of African American Culture and Its Significance in

African American Student Academic Success. Journal Of Thought, 40(1), 43-59.

D, E. J. R. D. P. (2013). Internalized Oppression: The Psychology of Marginalized

Groups. Springer Publishing Company

Edmund T. Gordon, Edmund W. Gordon and Jessica G. G. Nembhard

Pedagogical and Contextual Issues Affecting African American Males in School

and Society, The Journal of Negro Education, Vol. 63, No. 4, (Autumn, 1994),

pp. 508-531

Franklin, R. (2009). The Future of Fatherhood and Families in African American

Communities. (Cover story). Harvard Journal of African American Public

Policy, 1579-90.

http://psycnet.apa.org.ezproxy.albertus.edu/doi/10.1037/0003-066X.54.10.805

http://psycnet.apa.org.ezproxy.albertus.edu/doi/10.1037/0003-066X.54.10.805


Garrison, A. H. (2011). DISPROPORTIONATE INCARCERATION OF AFRICAN

AMERICANS: WHAT HISTORY AND THE FIRST DECADE OF TWENTY-

FIRST CENTURY HAVE BROUGHT. Journal of the Institute of Justice and

International Studies, (11), 87-X. Retrieved from

http://ezproxy.albertus.edu/login?url=http://search.proquest.com/docview/

903538372?accountid=41652

Kane, A. (2013, August 11). What does Black Failure Tell us about Blacks. Retrieved

September 29, 2014, from http://www.ambrosekane.com/2013/08/11/what-does-

black-failure-tell-us-about-blacks/

Mapes, J. (2003). The 14 Points of Quantum Leap Thinking. In Quantum leap thinking:

An owner's guide to the mind. Naperville, Ill.: Sourcebooks.

Nelson, D., & Quick, J. (2013). Motivation at Work. In ORGB (Student ed.). Mason, OH:

South-Western Cengage Learning.

Ronald E. Hall The Ball Curve

Journal of Black Studies, Vol. 32, No. 1 (Sep., 2001), pp. 104-119

Stacey N A Brodie, W., & Morgan, K. A. D. (2011). Factors impacting delinquency in

Jamaican and African-American adolescents. International Journal of Business

and Social Science, 2(6) Retrieved from http://ezproxy.albertus.edu/login?

url=http://search.proquest.com/docview/904525416?accountid=41652

Smith, E. (2008). African American Men and Intimate Partner Violence. Journal of

African American Studies, 12(2), 156-179. doi:10.1007/s12111-008-9039-4

Wayne M. B. & Darling C.A. Quality of Life: Perceptions of African Americans

http://www.ambrosekane.com/2013/08/11/what-does-black-failure-tell-us-about-blacks/

http://www.ambrosekane.com/2013/08/11/what-does-black-failure-tell-us-about-blacks/

http://ezproxy.albertus.edu/login?url=http://search.proquest.com/docview/903538372?accountid=41652

http://ezproxy.albertus.edu/login?url=http://search.proquest.com/docview/903538372?accountid=41652


Journal of Black Studies Vol. 30, No. 3 (Jan., 2000) , pp. 411-427

Published by: Sage Publications, Inc. Stable URL:

http://www.jstor.org/stable/2645944

Welch, J., & Welch, S. (2005). Candor. In Winning. New York: Harper Business.

Appendix 1 / Survey Instrument

http://www.jstor.org/stable/2645944

http://www.jstor.org.ezproxy.albertus.edu/action/showPublication?journalCode=jblackstudies


Thank you for volunteering to fill out this survey.

The information obtained will be utilized for a Master’s level research project.

All information will remain confidential and only used for the purpose of the study.

This study will be prepared for Albertus Magnus College.

This survey should take about 10 minutes.

1. I am a male? Yes / No

2. I identify as African-American? Yes / No

3. State you are from?

4. Country you are from (if applicable)?

5. Age?

6. Marital Status?

7. Educational level? n/a / High School / College / Graduate Level / Ph. D

8. I played high school sports? Yes / No

9. I played college sports? Yes / No

10. If so, which sport(s) in high school?

11. If so, which sport(s) in college?

12. Have you ever been arrested? Yes / No

I believe that African-Americans are inferior to Europeans?

Strongly agree

Agree Indifferent Disagree

Strongly disagree


I believe that it is okay to hit your intimate partner?

Strongly agree

Agree Indifferent Disagree Strongly disagree

I believe that African-American males are portrayed well in the media?

Strongly agree


Do you have a close parent-child bond with your biological father?

Strongly agree


I believe that I inflict racial oppression upon myself?

Strongly agree


I believe that I am empowered as a leader in my family?

Strongly agree


I believe that attending an African-American, all-male high school/college (HBCU) would benefit me?

Strongly agree


Does/Did the American educational system fully engage your learning abilities?

Strongly agree


Do you believe that African-American men in America are an “endangered species”?

Strongly agree


Do you feel that President Barack Obama has served African-Americans in particular?

Strongly agree


*(HBCU) Historically Black Colleges & Universities

Thank you for your time in completing this survey. Your feedback is appreciated!

Email to: [email protected] (if applicable)

Appendix 2 / Interview Instrument

Research Project for African-American Males

mailto:[email protected]


Job Title:

Age:

Marital Status:

State:

Country:

Educational Level:

1. Do you believe that African-Americans are inferior to Europeans or any other race?

2. Are you involved in a relationship that involves domestic violence?

3. How do you believe African-American males are portrayed in the media?

4. How do you believe that African-American males are portrayed on television?

5. Do you believe that African-American males are portrayed in the movies?

6. Do you have a close bond with your biological father?

7. Do you have a close bond with your biological mother?

8. Do you believe that you perpetuate racial oppression upon yourself?


9. Do you believe that you are looked at as the leader in your household?

10. If you had the opportunity, would you like to attend an African-American, all-male institution of learning (i.e. high school/technical school/college (HBCU)?

11. Do you believe that you would benefit more from an education on African culture than on the current Eurocentric educational system?

12. Does/Did the American educational system engage your learning abilities effectively?

13. Do you believe that your learning abilities would be enhanced if applied to African-American studies?

14. Do you believe that African-American men in America are an “endangered species”?

15. Do you believe that President Barack Obama has served African-Americans well?

*(HBCU) Historically Black Colleges & Universities

Additional Comments:

Thank you very much for taking the time out to complete this interview!Appendix 3 / Survey Diary


The researcher did surveying at The Old State House in Downtown Hartford,

Connecticut on October 20th and 21st of the year 2014. This experience was very fruitful

and interesting, primarily because of the location. This location is in the downtown

section of the city of Hartford, and the researcher set up outside The Old State House,

which invoked a sense of emphasis on history, culture, and awareness of the values of the

country of The United States of America by looking at the scenery.

The researcher drove around the survey site to find a good place to park. The

researcher then parked on the south side of the Old State House, with no parking permit.

The researcher then pulled out his gear and a fold-out table, and then went around the

building to find a good spot to set up. The researcher brought his wife along to assist in

conducting the survey. When the researcher found a good spot to set up his table and

gear on the north side of the building across from the Burger King, he was immediately

approached by a man who actually fit the survey population criteria, who was adamantly

inquiring about what was about to go on. This man was informed that a survey was about

to be conducted at this location, and that if he wanted he could participate. The

individual was elated about this and happily volunteered to fill out the survey.

The researcher then began to survey other African-American males. A white sign

in red Sharpie® that read “Survey (African-American males only)” was taped to the front

of the fold-out table. The method of getting volunteers was simple; to stand in place and

wait for the interest to grow to make people want to take the survey. Then, after a while,

the researcher would ask people walking by if they had five minutes to spare to take a

survey. This is where the probability & non-probability aspect of the surveying takes

place. This process started at 2:45pm, because the researcher felt that this was a good


time to catch people going home that may have a few minutes to spare to take a survey.

The participants gladly took part in the survey, while some participants stopped to talk to

the researcher for a while, while still others congratulated the researcher and thanked him

for taking the time to conduct research on such a controversial, but important topic.

In the midst of conducting the surveys, the researcher has realized how he will

have to format the survey population because of the lack of participation on social media.

The researcher will now have to lump all of the social media participation, as well as

friends and family members and survey sites like The Old State House all together. The

researcher was not able to conduct any surveys at the Buckland Mall because of the lack

of the required insurance. The researcher has conducted surveys at The Westfarms Mall

before, so the two malls must have different policies, so the researcher scrapped the two

malls altogether.

The researcher will be able to statistically tabulate the results of the surveys, as

well as any other inferences that are made. The initial analysis that has been made is that

this project is not simple; it takes a substantial amount of time, organization,

coordination, effort, will, as well as expertise. It is very important to cover all bases, as

well as make the project interesting. This takes much creativity and preparation, as well

as support. The researcher then conducted his survey at the Four Brothers Barbershop at

775 Silver Lane in East Hartford on October 25th, 2014. The researcher surveyed the four

barbers, as well as associates of the researcher, and some of the patrons that were already

there, and some of the patrons coming in and out. While the researcher was at the

barbershop, a conversation on the topic of Black male upliftment occurred naturally.


The barbers lauded the researcher and recommended that he come back to do

activities such as this more often. The researcher then left the barbershop about two

hours after he arrived.

The researcher then conducted his final block of surveys at The Old State House

on October 29th, 2014. The researcher parked in the State House Square parking garage

at this time, because he was told that he could get his parking validated by The Old State

House by attending a voting rights event at the Old State House. The researcher found

this fitting and obliged. The researcher set up at 10:00am, and attended the event at

noon. The researcher then left got his parking validated, then conducted his last surveys.

The researcher had a great conversation with a good old friend, who also participated in

the survey, and then he proceeded to leave the survey site for the last time.

capstone final project (african-american males)(1)

Documents

africanamerican males

africanamerican men

africanamerican people

failures of african

research question

applied research project

african slave trade

policy research