Jesse R Ford
Biographic Data
| ID | 192031 |
|---|---|
| NAME | Jesse R Ford |
| GIVEN NAMES | Jesse R |
| FAMILY NAME | Ford |
| SIGNATURE | FORD J R |
| AFFILIATIONS | University of North Carolina at Greensboro |
| ORCID | 0000-0001-8158-5431 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Second chances: Understanding the racialized barriers facing formerly incarcerated students in higher education
The higher education landscape in the United States mirrors broader societal inequalities experienced by formerly incarcerated people seeking access to colleges and universities. This conceptual paper employs Ray’s theory of racialized organizations to explore how structural barriers faced by formerly incarcerated students, with a particular focus on Black men, who are disproportionately represented in both the criminal justice and higher educati…
Leadership Forged in Struggle: Higher Education, Black Men and Racial Battle Fatigue
This study utilized narrative inquiry to investigate the experiences of 15 Black men student leaders at a historically White institution. Utilizing concepts from contemporary literature, this work addresses the experiences of Black men in leadership positions as they manage the complexities of race and gender. The findings provide insights into the daily struggles of experiencing racial battle fatigue, while also learning to disrupt and construct…
Fighting on Two Fronts: Dual Combat Strain Among Black Doctoral Students Who Serve as Higher Education Professionals
As diversity, equity, and inclusion (DEI) efforts in higher education face increasing scrutiny and political backlash, institutions across the United States are reexamining, reframing, and in many cases, dismantling long-standing commitments to equity work. This collaborative autoethnographic study explores the lived experiences of four Black educators, three actively pursuing doctoral degrees while serving as student affairs administrators and o…
When Parent–Teacher Collaboration Turns Violent: Corporal Punishment in American Schools and Subsequent (Secondary) Trauma
Methods. Through the lens of childhood trauma theory, a qualitative phenomenological study was conducted using purposive and snowball sampling methods to gain a deeper understanding of the experiences of former students with corporal punishment and how those experiences have shaped their academic and psychological outcomes. Interviews were conducted via Zoom with 19 men and women of different ages and races who attended schools in Mississippi. Re…
Communal rest is resistance: A spiritual balm for Black faculty in academe
The Specificity of Anti-Blackness: A Critical Co-Constructed Autoethnography on the Marginalizing Experiences of Early-Career Black Faculty
Battling Campus Racial Climate Strife: Student Affairs Professionals Experiences with Politics
The authors investigated 12 student affairs professionals’ experiences with political climate across five predominantly white institutions using a multiple case study constant comparative approach. This article describes how recurring racialized incidents have affected student affairs professionals’ ability to navigate the United States political climate and its influence on their institution’s campus racial climate. This study highlights implica…
I Am Overworked and I’m Not Taking Care of Myself”: The Experiences of Black Men in Doctoral Programs Navigating Racial Battle Fatigue
Negotiation Spaces: Interrogating Black Men Doctoral Students' Experiences Using Cross and Fhagen-Smith's Black Identity Development Model
Black men's experiences in education are often marked by isolation, imposter syndrome, and racial microaggressions. This qualitative case study, guided by the five enactments of Cross and Fhagen Smith's (2001) model of Black identity development, explored the experiences of 20 Black men doctoral students as they navigated and continually redefined their racial identity in response to campus perceptions of their identity. Findings and implications…
“Not Every Advisor Is for Me, but Some Are”: Black Men’s Academic Advising Experiences during Covid-19
Contemporary research indicates that Black American men encounter multiple obstacles in higher education settings. Understanding the complexities of how Black men perceive and make sense of academic environments requires addressing a number of elements that influence their academic success. The purpose of this study is to investigate the academic advising challenges faced in virtual environments by Black men during the COVID-19 pandemic. This qua…
Say Her Name: The Socialization of Black Women in Graduate School
The purpose of this qualitative study was to develop a deeper understanding of how Black women experience graduate education. Drawing on concepts from contemporary literature, this work highlights how Black women in graduate education experience the complexities of race, gender, and class. The findings provided insights into the untold stories of how Black women learn to disrupt and construct identities during their academic socialization
Returning home: Reflections on cultural capital cultivated for Black men faculty through multicultural affairs work
My brother’s keeper: Two Black men navigating the tenure-track experience
This study explores the tenure-track experiences of two junior faculty Black men in higher education, while growing still remains vastly unexplored in higher education. Using an autoethnography approach with a critical race theory lens, the authors explore how race and institutional expectations shape their experiences along the primary components of the tenure process: research, teaching and service. While one author is beginning their tenure jo…
Yes, Teaching and Pedagogical Practices Matter: Graduate Students’ of Color Stories in Hybrid Higher Education/Student Affairs (Hesa) Graduate Programs
Detoxing the Trauma of Academic Writing for Black Scholars: Vulnerability, Authenticity, and Healing
This article first contextualizes the authors’ perspectives and purpose to aid the reader in situating the narratives of three Black scholars. Their stories are woven together to help other Black scholars navigate and detox from the trauma of academic writing in higher education. Collectively, the authors, via a co-constructed dialogic space, offer inclusive healing practices and strategies to maintain Black scholars in the academic writing proce…
In the trenches: Just trying to make it as black men in early career faculty roles
At all levels of education, deficit models and negative narratives about Black men prevail. For many Black men, negative messages, associated feelings of isolation, and inherent racism perpetrated by faculty, students, and administrators contributed to their long-term experience of racial microaggressions throughout their educational journeys, including faculty careers. This study explores how Black men in early career faculty roles have navigate…
School Climate as a Link Between High School Black Males’ Math Identity and Outcomes
The association between students’ academic identity and their academic outcomes has been well-established. The importance of a positive school climate has also been widely documented. However, Black males experience factors that uniquely and collectively comprise their school climate. As such, the purpose of this study was to test the extent to which school climate mediated the relationships between math academic identity and math outcomes of Bla…
Expect the Best; Not the Worst: The Impact of Parental Expectation on Black Males’ Math Scores
Due to the racial and gender disparities within K-12 education for Black males, this study examines parental expectations as a moderator in the association between student’s educational expectancy and their math scores. This study utilized a national representative sample from the High School Longitudinal Study: 2009 to test hypotheses with 1,282 9th grade Black males. Results indicated significant interaction effects for parental expectations an…
I Am Overworked and I’m Not Taking Care of Myself”: The Experiences of Black Men in Doctoral Programs Navigating Racial Battle Fatigue
In the trenches: Just trying to make it as black men in early career faculty roles
At all levels of education, deficit models and negative narratives about Black men prevail. For many Black men, negative messages, associated feelings of isolation, and inherent racism perpetrated by faculty, students, and administrators contributed to their long-term experience of racial microaggressions throughout their educational journeys, including faculty careers. This study explores how Black men in early career faculty roles have navigate…
My brother’s keeper: Two Black men navigating the tenure-track experience
This study explores the tenure-track experiences of two junior faculty Black men in higher education, while growing still remains vastly unexplored in higher education. Using an autoethnography approach with a critical race theory lens, the authors explore how race and institutional expectations shape their experiences along the primary components of the tenure process: research, teaching and service. While one author is beginning their tenure jo…
Yes, Teaching and Pedagogical Practices Matter: Graduate Students’ of Color Stories in Hybrid Higher Education/Student Affairs (Hesa) Graduate Programs
Detoxing the Trauma of Academic Writing for Black Scholars: Vulnerability, Authenticity, and Healing
This article first contextualizes the authors’ perspectives and purpose to aid the reader in situating the narratives of three Black scholars. Their stories are woven together to help other Black scholars navigate and detox from the trauma of academic writing in higher education. Collectively, the authors, via a co-constructed dialogic space, offer inclusive healing practices and strategies to maintain Black scholars in the academic writing proce…
Expect the Best; Not the Worst: The Impact of Parental Expectation on Black Males’ Math Scores
Due to the racial and gender disparities within K-12 education for Black males, this study examines parental expectations as a moderator in the association between student’s educational expectancy and their math scores. This study utilized a national representative sample from the High School Longitudinal Study: 2009 to test hypotheses with 1,282 9th grade Black males. Results indicated significant interaction effects for parental expectations an…
School Climate as a Link Between High School Black Males’ Math Identity and Outcomes
The association between students’ academic identity and their academic outcomes has been well-established. The importance of a positive school climate has also been widely documented. However, Black males experience factors that uniquely and collectively comprise their school climate. As such, the purpose of this study was to test the extent to which school climate mediated the relationships between math academic identity and math outcomes of Bla…
Detoxing the Trauma of Academic Writing for Black Scholars: Vulnerability, Authenticity, and Healing
This article first contextualizes the authors’ perspectives and purpose to aid the reader in situating the narratives of three Black scholars. Their stories are woven together to help other Black scholars navigate and detox from the trauma of academic writing in higher education. Collectively, the authors, via a co-constructed dialogic space, offer inclusive healing practices and strategies to maintain Black scholars in the academic writing proce…
In the trenches: Just trying to make it as black men in early career faculty roles
At all levels of education, deficit models and negative narratives about Black men prevail. For many Black men, negative messages, associated feelings of isolation, and inherent racism perpetrated by faculty, students, and administrators contributed to their long-term experience of racial microaggressions throughout their educational journeys, including faculty careers. This study explores how Black men in early career faculty roles have navigate…
“Not Every Advisor Is for Me, but Some Are”: Black Men’s Academic Advising Experiences during Covid-19
Contemporary research indicates that Black American men encounter multiple obstacles in higher education settings. Understanding the complexities of how Black men perceive and make sense of academic environments requires addressing a number of elements that influence their academic success. The purpose of this study is to investigate the academic advising challenges faced in virtual environments by Black men during the COVID-19 pandemic. This qua…
Say Her Name: The Socialization of Black Women in Graduate School
The purpose of this qualitative study was to develop a deeper understanding of how Black women experience graduate education. Drawing on concepts from contemporary literature, this work highlights how Black women in graduate education experience the complexities of race, gender, and class. The findings provided insights into the untold stories of how Black women learn to disrupt and construct identities during their academic socialization
Returning home: Reflections on cultural capital cultivated for Black men faculty through multicultural affairs work
My brother’s keeper: Two Black men navigating the tenure-track experience
This study explores the tenure-track experiences of two junior faculty Black men in higher education, while growing still remains vastly unexplored in higher education. Using an autoethnography approach with a critical race theory lens, the authors explore how race and institutional expectations shape their experiences along the primary components of the tenure process: research, teaching and service. While one author is beginning their tenure jo…
Yes, Teaching and Pedagogical Practices Matter: Graduate Students’ of Color Stories in Hybrid Higher Education/Student Affairs (Hesa) Graduate Programs
Battling Campus Racial Climate Strife: Student Affairs Professionals Experiences with Politics
The authors investigated 12 student affairs professionals’ experiences with political climate across five predominantly white institutions using a multiple case study constant comparative approach. This article describes how recurring racialized incidents have affected student affairs professionals’ ability to navigate the United States political climate and its influence on their institution’s campus racial climate. This study highlights implica…
I Am Overworked and I’m Not Taking Care of Myself”: The Experiences of Black Men in Doctoral Programs Navigating Racial Battle Fatigue
Negotiation Spaces: Interrogating Black Men Doctoral Students' Experiences Using Cross and Fhagen-Smith's Black Identity Development Model
Black men's experiences in education are often marked by isolation, imposter syndrome, and racial microaggressions. This qualitative case study, guided by the five enactments of Cross and Fhagen Smith's (2001) model of Black identity development, explored the experiences of 20 Black men doctoral students as they navigated and continually redefined their racial identity in response to campus perceptions of their identity. Findings and implications…
Fighting on Two Fronts: Dual Combat Strain Among Black Doctoral Students Who Serve as Higher Education Professionals
As diversity, equity, and inclusion (DEI) efforts in higher education face increasing scrutiny and political backlash, institutions across the United States are reexamining, reframing, and in many cases, dismantling long-standing commitments to equity work. This collaborative autoethnographic study explores the lived experiences of four Black educators, three actively pursuing doctoral degrees while serving as student affairs administrators and o…
When Parent–Teacher Collaboration Turns Violent: Corporal Punishment in American Schools and Subsequent (Secondary) Trauma
Methods. Through the lens of childhood trauma theory, a qualitative phenomenological study was conducted using purposive and snowball sampling methods to gain a deeper understanding of the experiences of former students with corporal punishment and how those experiences have shaped their academic and psychological outcomes. Interviews were conducted via Zoom with 19 men and women of different ages and races who attended schools in Mississippi. Re…
Communal rest is resistance: A spiritual balm for Black faculty in academe
The Specificity of Anti-Blackness: A Critical Co-Constructed Autoethnography on the Marginalizing Experiences of Early-Career Black Faculty
Second chances: Understanding the racialized barriers facing formerly incarcerated students in higher education
The higher education landscape in the United States mirrors broader societal inequalities experienced by formerly incarcerated people seeking access to colleges and universities. This conceptual paper employs Ray’s theory of racialized organizations to explore how structural barriers faced by formerly incarcerated students, with a particular focus on Black men, who are disproportionately represented in both the criminal justice and higher educati…
Leadership Forged in Struggle: Higher Education, Black Men and Racial Battle Fatigue
This study utilized narrative inquiry to investigate the experiences of 15 Black men student leaders at a historically White institution. Utilizing concepts from contemporary literature, this work addresses the experiences of Black men in leadership positions as they manage the complexities of race and gender. The findings provide insights into the daily struggles of experiencing racial battle fatigue, while also learning to disrupt and construct…
Higher education (13 works) · Higher Education Research Studies (13 works) · Sociology (13 works) · Psychology (11 works) · Gender Studies (10 works) · Mentoring and Academic Development (10 works) · Pedagogy (10 works) · Political science (9 works) · Critical Race Theory in Education (7 works) · Gender Studies (6 works)