Doctor of Philosophy (Ph.D.)

Higher Education Administration
Morgan State University
2007

Master of Science (M.S.)

Counseling with an Emphasis in Student Affairs
West Chester University of Pennsylvania
2003

Bachelor of Science in Education(B.S.E.D.)

History/Secondary Education
Shippensburg University of Pennsylvania
2001

Student Success and Outcomes

HBCUs

Black men in Higher Education

Student Access and Success

Racial and ethnic Minorities in STEM

HBCU and College Presidency

Counseling Methods in Student Affairs

Organizational and Administration in Higher Education

Theories of Student Retention and Persistence in higher education Law in Higher Education

Student Affairs Professionals in Higher Education

Racial and Ethnic Minorities in Higher Education

Culture of the American College Student

Introduction to Qualitative Research

Contemporary Issues in Higher Education

Fostering Academic Success and Meaningful Careers

2017: Senior Scholar, (ACPA)-College Student Educators International

2015: Chancellor’s Award for Excellence in Scholarship and Creative Activities, SUNY Binghamton

2015: Emerging Scholar by Diverse Issues in Higher Education

2014: Co-Recipient (With J. Luke Wood)-Author of the Month, November 2014-Routledge (Taylor and Francis Group)

2014: Research Affiliate, Center for Minority Serving Institutions at the University of Pennsylvania (2014-present)

2012: Research Consultant and HBCU Content Expert, Regional Education Laboratory (REL) Mid-Atlantic (2012-2015)

2012: ASHE-Mildred García Junior Exemplary Scholarship Award

2011: Emerging Scholar Award (ACPA)-College Student Educators International

2009: ACPA Outstanding Research Award, Standing Committee for Men

Books

Racial and Ethnic Minority Students’ Success in STEM Education (2011, Jossey-Bass)

This book distills the findings of more than three-hundred published works concerned with minority students in STEM education.

Black Men in College: Implications for HBCUs and Beyond (2012, Routledge)

Black Men in College provides vital information about how to effectively support, retain, and graduate Black male undergraduates.

Black Graduate Education at Historically Black Colleges and Universities: Trends, Experiences, and Outcomes (2012, Information Age Publishing)

This book provides context about the experiences of Black graduate and professional students attending HBCUs.

Fostering Success of Ethnic and Racial Minorities in STEM: The Role of Minority Serving Institutions (2012, Routledge)

In this book, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education.

Community Colleges and STEM: Examining Underrepresented Racial and Ethnic Minorities (2013, Routledge)

In this important volume, contributors discuss the role of community colleges in facilitating access and success to racial and ethnic minority students in STEM.

STEM Models of Success: Programs, Policies, and Practices (2014, Information Age Press)

Informed by research and theory, each chapter in this volume blazes new territory in articulating how community colleges can advance outcomes for students in STEM, particularly those from historically underrepresented and underserved communities.

Understanding HIV and STI Prevention for College Students (2014, Routledge)

This edited volume will provide innovative and cutting-edge approaches to prevention for college students and will have a major impact on advancing the interdisciplinary fields of higher education and public health.

Black Men in Higher Education: A Guide to Ensuring Success (2014, Routledge)

This book bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of Black male students in colleges and universities.

Examining unsuccessful leadership practices for presidents at historically Black colleges and universities

Examining unsuccessful leadership practices for presidents at historically Black colleges and universities in Journal of Diversity in Higher Education.

Data from this current study emerged from a larger study on contemporary leadership practices at historically Black colleges and universities (HBCUs). One of the themes that emerged focused on unsuccessful leadership practices among HBCU presidents. Although this article contextualizes this theme, it is important to underscore that it is not the intent of the authors to approach this topic from a deficit based-perspective but rather an asset-based one. Specifically, through the findings, discussion, and implications, we hope that this article will promote and facilitate successful practices of leadership among HBCU presidents, which will help to contribute to the survival and sustainability of these noble institutions.

When relevance is no longer the question

When relevance is no longer the question in Journal of Black Studies.

Historically Black colleges and universities (HBCUs) are not monolithic as they differ in size, curriculum specializations, and a host of other characteristics. However, HBCUs share a mission of providing a higher education for Black students within the broader context of a discriminatory social environment. The ability to understand and articulate the fundamental characteristics, which shape Black colleges, can provide more nuanced conversations about these institutions’ contributions toward addressing equity and access for Black students in higher education. Historically, scholars have used social and cultural capital to explain the role HBCUs play in Black students’ academic careers. However, this article uses Community Cultural Wealth to discuss the various forms of capital that HBCUs impart to their students. Specifically, in this article, we argue that using such a lens when discussing HBCUs is important because it provides a more holistic and broader outlook regarding the forms of culture HBCUs provide to their students.

An Exploratory Study of the College Choice Progress for Southeast Asian American Students

An Exploratory Study of the College Choice Progress for Southeast Asian American Students in Journal of College Student Affairs Research and Practice. 

The study of college choice among all students continues to be crucial in higher education. More importantly, a critical examination of understanding the influences of college choice for ethnically diverse groups may provide better guidance for colleges and universities particularly in increasing and diversifying their student populations. This exploratory qualitative study examines the college choice of Southeast Asian American college students (SEAA). Implications for future practice and research are also presented.

Exploring the Perceptions of HBCU Student Affairs Practitioners toward the Racial Diversification of Black Colleges

Exploring the Perceptions of HBCU Student Affairs Practitioners toward the Racial Diversification of Black Colleges in Journal of Diversity in Higher Education.

While research has shown that the racial diversity of historically Black colleges and universities (HBCUs) is increasing, literature suggests that some stakeholders at HBCUs feel the diversification of Black colleges could change their culture, which some see as vital for promoting the success of Black students. Given this, the following study discusses findings from 1 set of stakeholders at an HBCU--student affairs practitioners--in order to understand their perspective toward the racial diversification of Black colleges, but also their efforts to foster a more inclusive campus climate for non-Black students. This article is important because it provides salient context for HBCUs as they further seek to increase the racial diversification of their student bodies.

Examining the Paradox Between Dismantling de Jure Segregation and Affirmative Action

Examining the Paradox Between Dismantling de Jure Segregation and Affirmative Action: Implications from Contemporary Higher Education Case Law in Journal of Negro Education.

the purpose of this research is to discuss a policy contradiction by which public postsecondary educational institutions are aiming to foster the racial diversity of their campuses. To help those institutions where the use of affirmative action is permissible, but leaders are fearful of doing so because of litigation concerns, this article provides several recommendations for institutions to promote racial diversity on their campus.

Toward a Model of Retention and Persistence for Black Men at HBCUs

Toward a Model of Retention and Persistence for Black Men at HBCUs in Spectrum: Journal on Black Men.

This article seeks to help Black colleges reduce attrition among black males using empirical literature specifically focused on Black men at HBCUs to inform a model of retention and persistence for this student demographic. In addition to fully contextualizing the model, this article concludes by discussing implications for future research on Black men at HBCUs.