Emerging Scholars: Empowered to Engage--Black College Men's Leadership Experience in Campus Activities
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| Title: | Emerging Scholars: Empowered to Engage--Black College Men's Leadership Experience in Campus Activities |
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| Language: | English |
| Authors: | Johnnie L. Allen, Marcus Zacarias, Xavien M. Johns |
| Source: | Journal of Campus Activities Practice and Scholarship. 2026 8(1):97-104. |
| Availability: | National Association of Campus Activities. 13 Harbison Way, Columbia, SC 29212. Tel: 803-732-6222; e-mail: education@naca.org; Web site: https://www.naca.org/JCAPS/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | African American Students, Males, College Students, Student Leadership, Student Empowerment, Cultural Relevance, College Environment, Student Participation, Leadership Training |
| Abstract: | Black college men's participation in campus leadership is often restricted by systemic barriers, deficit-based narratives, and limited access to culturally affirming leadership development opportunities. However, when Black men are given space to explore leadership learning opportunities by connecting with campus activities, they unlock critical possibilities that support their leadership learning journey and promote community engagement. This article outlines the intersections of leader, follower, and context in shaping Black college men's higher education experiences, highlighting the importance of culturally relevant and affirming campus environments, and identifying examples of pathways to increasing Black college men's engagement with campus activities from a leadership perspective. Ultimately, we argue that Black men's leadership engagement must be reimagined through relational, identity-affirming, and context-specific approaches that cultivate not just participation but empower Black men to engage in leadership learning and campus activities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506494 |
| Database: | ERIC |
| Abstract: | Black college men's participation in campus leadership is often restricted by systemic barriers, deficit-based narratives, and limited access to culturally affirming leadership development opportunities. However, when Black men are given space to explore leadership learning opportunities by connecting with campus activities, they unlock critical possibilities that support their leadership learning journey and promote community engagement. This article outlines the intersections of leader, follower, and context in shaping Black college men's higher education experiences, highlighting the importance of culturally relevant and affirming campus environments, and identifying examples of pathways to increasing Black college men's engagement with campus activities from a leadership perspective. Ultimately, we argue that Black men's leadership engagement must be reimagined through relational, identity-affirming, and context-specific approaches that cultivate not just participation but empower Black men to engage in leadership learning and campus activities. |
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