Mark L. Gumm

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Mark L. Gumm, Ed.D., is a 2024 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Mark L. Gumm, Ed.D

Committee

  • Jonathan Eskridge, PhD, Chairperson
  • Emiliano Gonzalez, PhD, Committee Member
  • Kimberly Hardy, Ed.D, Committee Member

Keywords

identity, self-identity, self-conceptualization, African American consciousness, Black studies, video ethnography

Document Type

Dissertation

Publication Date

2024

Abstract

The purpose of this research dissertation was to investigate and explore consciousness in millennial African American men. This study defined consciousness in the form of self-concept or self-conceptualization, the image we have of ourselves (Carl, Rogers; Akbar, 1991). The research question under investigation is how do African American college men define identity, masculinity, and self-concept under the umbrella of consciousness? In addition the relation to environmental factors which include type of schooling, household dynamics, high-school mentorship, and college readiness. Investigative approaches also include asking questions regarding socio-economic status, academic achievement and success. Sub-questions included: “how do African American men explain factors of identity as it relates to race, identity, masculinity, aggression, and overall existence”? The researcher utilized a qualitative approach. Participants for this study included African American men between the ages of 18-25 years old. The researcher conducted a convenience sampling of students at an Historically Black College or University H.B.C.U. The researcher initiated collection in phases. Phase I administration was a general survey given to 30 African American men who attended the selected university. This survey was constructed with the use of Google Forms and contained general background information questions: household income, type of schooling, and parental status. Phase II consisted of 5 individual interviews with students who reported less likely to have a strong identity score based on the Nigrescence model (Cross, 1991). Phase III was the conduction of the video ethnography which included video footage of participants answering in-depth questions surrounding identity and self- consciousness. Thematic analysis and findings included: the significance of single mothers, high-school mentorship pertaining to leadership programs, and the choice of HBCU selection leading to positive future impact. These findings highlighted the importance of self-consciousness and discovery essential to the psyche of African American, millennial age men and the foreshadowing of the mindset of future generations. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Comments

ORCID: 0009-0003-1323-8413

Dr. Mark Gumm and Family

Bio:

Dr. Gumm has served the last 2 wonderful years as an Assistant Principal for Dater Montessori Elementary School. He was born in Chicago, Illinois and raised in Atlanta Georgia. He earned his bachelor's degree from Morehouse College in 2010 and his masters degree from the University of Dayton in 2013. He has over 10 years of teaching experience in elementary and middle school education. He has also held leadership roles as a Discipline and Behavior Coach in Dayton and as a Curriculum Design Coach with Forward Edge in Cincinnati, collaborating with CPS-Roberts Academy. Currently, he is earning his doctoral degree at Antioch University in Educational and Professional Practice with a focus in Social Justice Leadership. His doctoral dissertation is Exploring Consciousness in Millennial African American Men: Using Video Ethnography to Convey Meaning. He is also a loving husband to his wife, Alora Gumm. They enjoy raising 4 boys together.

Publications, Presentations, and Scholarship

LEVEL OF PATERNAL INVOLVEMENT AND ITS EFFECT ON ACHIEVEMENT

IRB Submitted: Morehouse College Symposium Spring 2010

PREDICTIONS OF SUSTAINMENT IN FIRST SEMESTER FRESHMAN

IRB Submitted: University of Dayton Masters Thesis 2013

SOCIAL JUSTICE AND THE BLACK-WHITE ACHIEVEMENT GAP Rehab Abumansour, Reem Al-Hajri, Sami Alsulami, Matt Brubaker, Brian Connor, Mark Gumm, Laura Inkrott, Nathan Keel, Katie McKinley, Patrick Kagai, Olfat Ruzzah Carolyn S. Ridenour, Ed.D., and Pam R. Young, Ph.D. Department of Educational Leadership School of Education and Allied Professions EDA556 Leadership in Diverse Communities The Gaps In Ohio

https://ecommons.udayton.edu/cgi/viewcontent.cgi?article=1010&context=stander_posters

GOOGLE ADAPTIVE LEARNING LAB

International Society for Technology in Education ISTE

New Orleans Louisiana July 2022

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