Thesis (Ph. D.)--Florida State University, 2003. / Title and description from dissertation home page (viewed Mar. 3, 04). Advisor: Dr. James P. Jones, Florida State University, College of Arts and Sciences, Dept. of History. Includes bibliographical references.

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<p> African Americans are underrepresented in senior leadership positions of the Federal Government. As of 2009, African Americans occupied less than seven percent of senior pay level positions (EOEC, 2009). Kohli, Gans, and Hairston (2011) projected that African American representation in senior leadership positions will remain stagnant over the next decade. Thirteen GS-13 to GS-15 federal government managers participated in this qualitative phenomenological study. Semi-structured interviews were conducted to explore the lived experiences of federal government managers. Moustakas&rsquo; modified van Kaam method and NVivo10 software was used to analyze transcribed participant interviews. The results from the study indicate the need for mentoring relationships and agency-sponsored training programs to prepare African Americans for senior leadership positions. Based on lived experiences, participants indicated that effective communication was essential for obtaining and sustaining senior leadership positions. Findings from the study also indicate that mobility is a major concern for African Americans who aspire to achieve senior leadership status. Federal government leaders in general schedule leadership positions are the major hiring candidate pool for senior leadership positions (EOEC, 2009). Information from this study may assist African Americans in advancing to federal senior leadership positions.</p>

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National trends in reading indicate African-American students continue to perform lower than white students. Key findings from the 2005 Reading Report card show white students in grades 4 and 8 scored higher on average than black and Hispanic students. The purpose of this study was to determine if a Balanced Reading format had an impact on the reading achievement of African-American students. It further explored the effects of teacher instructional methods, lesson planning, and student demographics (gender, ethnicity, SES) on the reading achievement of African-American students. Research was conducted in a suburban K-5 elementary school using data generated by students sores for the Fall (pretest) and Spring (posttest) administration of Measures of Academic Progress (MAP) norm-referenced test in reading. Gain comparisons were determined using a Paired Samples t Test and An Analysis of Variance between the experimental and control groups as well as student demographic effects. Pre and post teacher lesson plans were evaluated using a High Definition Lesson Planning format to identify growth in lesson planning. Teacher instructional methods were evaluated utilizing an Observation Based Instructional Assessment (OBIA) instrument to identify the implementation of higher order thinking skills, identification of student academic needs, and the incorporation of student social experiences in the instructional delivery of reading by the teacher. The results of the study revealed gain scores for both the experimental and control groups indicating the Balanced Reading format for teaching reading is effective with students. Although both groups experienced gains, the experimental group's gain was higher further indicating the treatment of lesson plan evaluation using the HDLP and teacher instructional methods as evidenced through teacher observations using the OBIA instrument was effective in raising student achievement. Through an analysis of data, student demographics of SES and ethnicity revealed an effect on student gain scores based on results of MAP posttest data. The implications of this research for administrators is the importance of differentiating instruction through effective lesson planning to meet the needs of students and the incorporation of higher order thinking skills and questions during reading instruction based on student readiness, teaching reading strategies and skills and providing multiple opportunities for reading to promote student achievement in reading.

This study examines the portraiture of moral depravity in the African novel with specific reference to Ben Okri, and defines the authorial challenge that Okri poses to his readers. The study also explores the narrative differences between The Landscapes Within and Dangerous Love; the latter is an elaboration and revision of the former. Working under the assumption that a filiation exists in the tradition of African realism, the study undertook a comparative analysis, which includes the works of Wole Soyinka and Ayi Kwei Armah, as well as Okri. Soyinka’s and Armab’s works are used as barometers to measure changes and departures in Olcri’s depiction of post-independence life in urban Africa. The conclusions drawn from this study suggest that Okri revises the representation of moral depravity in the African novel through various techniques, which include his unique use of Yoruba creation myths and actual events such as the Biafran War. Okri’s ability to simultaneously explore individual and national consciousness through his young protagonists further defines his position in the tradition of African realism.

This study was an investigation of seven selected rhythm and blues black protest songs, from 1964 to 1975, and their relationship to black empowerment during the era of the Black Power Movement. The songs were analyzed using content analysis and revealed three expected themes of self/black identity, racial equity and self-determination. A fourth theme, social change, evolved during the study. The study focused on the political, cultural and economic ramifications, especially of black music, as a form of protest against a system that proved to be one of inequality, and prejudicial segregation in every aspect of the black life. The rhythm and Blues black protest songs were seen as efforts to empower the black community to take responsibility for its own survival. Of the seven artists who participated in the Black Power Movement, Nina Simone, Curtis Mayfield and Sam Cooke were the most prolific musical contributors to the protest movement of Student Nonviolent Coordinating Committee (SNCC) in its efforts to deal with segregation. The four musicians wrote and performed music that was geared specially for transformations in social justice and to engage the American society, both black and white people, in substantial and lasting social change. The music of the other artists was instrumental in bringing Rhythm and Blues into a revolution. The musical revolutionaries were James Brown, Marvin Gaye, Aretha Franklin, and Stevie Wonder. The analysis, however, did not reveal whether or not the rhythm and blues black protest songs contributed to or led to black empowerment during the Civil Rights Black Power era.

This study provides an account and analysis of the role of women in the African Methodist Episcopal Church and discusses their attempts to achieve equal status with men in service to and leadership in the church. The study also examines and analyzes the personal style, skills and abilities of each of the women bishops and assesses the factors that led to her election. A case study approach was used to explain the causal links that have led to the historic election of three women bishops; to describe the context in which this event has occurred; to explore the issues and outcomes of women's efforts to gain leadership in the church; and to evaluate the likelihood that these elections signify far-reaching changes in the policy of the African Methodist Episcopal Church. The researcher found that the progress of women within the African Methodist Episcopal Church has been slow but consistent throughout the history of the church, and that changes in society as well as within the church itself have culminated in the election of women as bishops. Although future elections of women can be expected based on events to date, the researcher did not achieve a definitive assertion from the women bishops that they intend to actively engage in the promotion of the advancement of women in the African Methodist Episcopal Church.