Brian L. McGowan

Visualizing Peer Connections: The Gendered Realities of African American College Men's Interpersonal Relationships

Abstract: I explored how African American college men conceptualized gender within their interpersonal relationships at a traditionally White institution. In interviews using both semistructured and photo elicitation interview formats, 17 participants shared stories about their interpersonal relationships with other men and ascribed multiple meanings to images that yielded key insights into how they developed and maintained peer connections on campus. Recommendations for practice and implications for future studies using visual methods to understand African American college men’s experiences are offered.

First-Year Faculty of Color: Narratives about Entering the Academy

ABSTRACT The experiences of first-year, tenure-track faculty have been missing in the literature about new or junior faculty. Furthermore, the extant literature about new faculty does not offer a critical outlook on how oppressive institutional structures shape how first-year faculty of color approach faculty work. Drawing from analytical narratives, the authors reframe how doctoral student socialization and new-faculty support systems are discussed, especially pertaining to first-year faculty of color. In doing so, and utilizing narrative inquiry as a methodological framework, the authors draw out the distinct voices of new faculty of color. The implications offered are important for scholars who study faculty experiences and for faculty advisors to doctoral students interested in the professoriate.

Interpersonal relationships: Exploring race and relationship decisions among African American college men.

This study explores how race influenced African American men’s interpersonal relationships with other men at a predominantly White institution. The use of both semi-structured and photo-elicitation interview formats provided participants an opportunity to reflect on their precollege experiences, identity, and relationships. Two categories emerged during data analysis: (a) racial diversity of hometown and relationship formation, and (b) environmental influences on racial identity and decisions about relationships. Implications for future research and practice are offered.

Unanticipated Contexts for Vulnerability: An Exploration of How Black College Men Made Meaning of a Research Interview Process Involving Sensitive Topics

There is an emerging call for empirical studies that examine the development of masculine identity among Black college men. However, the varied ways Black college men made meaning of participating in these research processes are virtually absent. The purpose of this particular inquiry is to offer insights into how 17 Black college men described their participation in a research study that explored sensitive topics involving their identity and interpersonal relationships with other men. Building rapport with Black college men through the research interview process was critical. Data analysis yielded five themes that illustrated how Black college men made meaning of their participation in a research process that employed both semi-structured and photo-elicitation interviews.

An Exploration of Two Novice Evaluation Educators’ Experiences Developing and Implementing Introduction to Evaluation Courses

As the field of evaluation continues to expand, so do evaluation course offerings. However, little is known about the backgrounds of evaluation educators, how they go about planning their courses, challenges experienced, or how they attain competency as teachers. This study offers an initial understanding of novice evaluation educators’ experience in developing and teaching introduction to evaluation courses within a university setting. Factors that influence decisions around course content and pedagogical approaches are also examined. Data collection methods include dialogic conversation notes, reflective journals, course syllabi, and student evaluative feedback. Results indicate that perspectives on the purpose of evaluation and how evaluation should be taught are influenced by evaluation educator professional affiliation, experience with evaluation, and student audience. Implications for teaching and training in evaluation are discussed.

Reframing Black Male Success in Education: Narratives of Resiliency, Inspiration, and Success

In the book Young, Black, and Gifted, Perry, Steele, and Hilliard (2003) explore the affinity that Blacks possessed for education. In particular, they examined Frederick Douglass’s efforts to become literate while enslaved, because he realized that education was equated with liberation and empowerment. They also focused on Malcolm X’s quest for education, which led him to proclaim that “education is the passport to your future.” Similarly, they also delineated how an affinity for education was a catalyst for helping Ben Carson become the director of pediatric neurosurgery at Johns Hopkins Hospital. Interestingly, in his autobiography, Gifted Hands, Carson explained that as a young boy he initially lacked interest in education, which led to subpar achievement outcomes in school (Carson & Murphy, 1996). This attitude changed when his mother insisted that he and his brother limit their television time and spend time in the library reading at least one book a week. The change manifested in improved academic outcomes in school, which led him to develop a greater appreciation for education.