The purpose of this study is to explore cultural identity within African Americans. The primary construct of interest is African centered identity, which is comprised of two parts: 1) cultural values with origins in African cultures that have been unintentionally retained, and 2) a social and political ideology that intentionally incorporates elements of an African worldview. This study utilizes qualitative research methodology to investigate the lived experience of African centered identity, and incorporates a developmental perspective. Semi-structured interviews of 14 adults are analyzed using a grounded theory approach. The results reveal many themes in the participants’ lived experience of their cultural identity that are consistent with prominent descriptions of African centered worldview. Less consistent results regarding participants’ development of their cultural identity are discussed within the framework of racial and ethnic identity stage models. Finally, respondents’ narratives are discussed with regards to their implications for identity measurement, the social construction of identity, and the influence of environment on identity development.

There have been relatively few studies examining the leadership of Black men, and even fewer studies examining the leadership of Black men from the phenomenology of Black men, themselves. The purpose of this Q Methodology study was to examine Black male perspectives of the role race plays with Black male leader/leadership development in the world of work. The study was designed as an exploratory attempt to surface and understand how 40 emerging African American male leaders in a large, urban city in the SE United States viewed their own leadership development. Elements of socio-analytic theory and leader-member exchange theories were the basis for the conceptual framework. The 40 participants sorted 41 statements reflecting distinct perspectives on the role race plays with Black male leader/leadership development within the world of work. Participants sorted these 41 statements within a forced distribution response grid based on what best reflected their perspectives. These 40 sorts were then correlated and the correlations were factor analyzed and rotated, leading to the extraction of five factors, each representing five distinct, shared perspectives. Following examination and analysis of these five factors, or shared perspectives, the researcher named them: 1) Faithful, Familial, and Resilient, 2) Creative, Faithful, and Independent, 3) Attentive, Connected, and Woke, and 4) Knowledgeable, Congruent, and Unapologetically Black, and 5) Responsible, Faithful, and Supportive. The results of this study suggest there is rich diversity among Black male perspectives regarding their leadership development, and demonstrates important functions outside the workplace. These diverse perspectives and those elements characterizing them should be considered as educators prepare to work with Black males and those preparing to support their development, leadership and otherwise. Finally, the researcher suggests that future research into the experiences and perceptions of Black men continue to seek methodologies that honor and magnify their voices.