Date
7-21-2026
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Mary Strckland
Keywords
hermeneutic phenomenology, intersectionality, leadership development, institutional culture, cultural competence, campus climate, sense of belonging
Disciplines
Educational Leadership | Higher Education
Recommended Citation
Preston, Demario Levon, "Exploring the Leadership Experiences of Black Males at Four-Year Public Universities: A Hermeneutic Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8653.
https://digitalcommons.liberty.edu/doctoral/8653
Abstract
The purpose of this hermeneutic phenomenological study was to understand the school leadership experiences for Black male students at four-year public universities. At this stage in the research, leadership experiences were defined as the lived experiences of Black male students in universities' leadership roles, including the barriers they encountered and the strategies they employed to navigate these challenges. The theory guiding this study was Astin's (1984) theory of involvement, which posits that student engagement influences academic success and leadership development. The central research question asked: What are the lived experiences of Black males in four-year public universities who engage in leadership roles? Data collection methods included semi-structured individual interviews, focus groups, and journal prompts. The sample consisted of 10 Black male students at four-year public universities. In this hermeneutic phenomenological study, van Manen's (1990, 2014, 2017, 2023) data analysis approach was used to interpret patterns and themes related to leadership challenges, identity formation, and social acceptance. Four themes emerged from the analysis: (a) navigating visibility and representation, (b) leadership as a catalyst for academic growth, (c) negotiating social acceptance and belonging, and (d) strategic resistance and resilience. The findings suggested that leadership experiences were shaped by institutional context, identity, and interpersonal relationships, demonstrating that leadership involvement required continuous navigation of visibility, belonging, credibility, and resilience while extending Astin's (1984) theory of involvement to include the interpretive, relational, and emotional dimensions of student engagement.
