IU Indianapolis ScholarWorks :: Browsing by Author "Hayes, Cleveland"

Browsing by Author "Hayes, Cleveland"

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Black Identity Development on a First Year Affinity Course for African American Males at a Two-Year Community College
(2021-03) Turner, John Cleo; Scheurich, Jim; Hayes, Cleveland; Thompson, Chalmer; Etienne, Leslie; Brown, Roderick
The research for this dissertation is a study of one case example of programs and classes put into place for African American males at community colleges around the United States with a focus on how these programs were successful or not in assisting in the persistence, retention, and graduation of these students. The purpose of using Cross’ (1991) Black Identity Development Theory as a framework for exploring the students’ experiences in racial ‘awakening’ was to track the patterns in how these experiences aligned with Cross’ concepts.
Decolonizing Benevolence: Can Faith Leaders Move the Mark Toward Equity to Create an Alternative to the White Savior Complex?
(2024-05) Anglade, Anita Jean; Badertscher, Katherine; Konrath, Sara; Adamek, Margaret E.; Hayes, Cleveland; Hall, Ted
This ethnographic research project identifies and explores the limiting ideology of the White Savior Complex to open pathways to develop and promote improved practices at individual, relational, and organizational levels. This qualitative research advances the narratives on how organizational leaders can identify, recognize, and dismantle systems of oppression by decolonizing benevolence assistance to individuals and communities seeking philanthropic support. Faith leaders were interviewed from two separate case study sites, both located in a midwestern city. This dissertation examines some of the language, themes, and conceptual frameworks behind how leaders can dismantle White Supremacy and hierarchical power structures in Christian benevolence assistance. By using grounded theory, this project contributes to scholarship on the development of new tools and strategies for how leaders undo racism, promote justice, and co-create equitable practices. At the individual level, findings suggest WSC is not unique to those who identify as White. Whiteness is a mindset that prescribes to toxic ideologies that reinforce power differentials. BIPOC can also find themselves maintaining hierarchical helping relationships that reinforce toxic charitable models. Racial deconstruction requires the development of new paradigms, ideas, and language. Transformative leaders must commit to the continuous development of critical consciousness by challenging dominant norms and power structures. At a relational level, findings suggest leaders are not bound to a role, therefore, transformational leaders must be willing to move outside of hierarchical structures to consciously shift and share power with others. Collaborative approaches to social service delivery, such as collaborative notetaking, can enhance ways to build trust and transparency. Effective liberatory leadership also requires an intersectional lens, which looks at people as individuals and uses person-centered language. At an organizational level, findings suggest the mission and values can compete with economic value. Organizational support networks build collective wisdom, rather than relying on one person to be a “savior.” Liberatory practices require intersectional analysis that trickles up and down power structures. The results of the study contributed to the development of a model that can be used as best practices for decolonizing work across all levels. This research adds to both theory and practice for scholars and practitioners.
Experiences of Residency Program Directors in Their Roles: Exploring Well-Being Through Burnout and Engagement
(2022-11) Robertson, Kyle A.; Byram, Jessica N.; Hayes, Cleveland; Agosto, Elizabeth R.; McNulty, Margaret A.; Organ, Jason M.
Recent literature on well-being of physicians in general, and residency program directors (PD) specifically, has demonstrated those meeting the criteria of burnout reaching almost 50% in physicians, and 20-30% in PDs. However, few studies have explored engagement, or the positive or meaningful aspects, in physicians and no studies have explored engagement in the PD and Assistant PD community. Therefore, this study employed a qualitative approach to explore the experiences of PDs and APDs as they encountered burnout, engagement, and every combination in between through their multifaceted, roles, responsibilities, and tasks embedded in their institutional context and personal lives. Phase 1 participants (n=3) included two PDs and one APD from Indiana University School of Medicine (IUSM). Participants in Phase 1 took part in three semi-structured interviews at 6-month intervals, and direct observations in their clinical, administrative, and education roles. Phase 2 participants (n=5) were PDs from IUSM who completed a single semi-structured interview based on preliminary results and exploration of Phase 1 participants’ experiences. Interviews and field notes from observations were analyzed using inductive thematic analysis, followed by a deductive application of Job Demands-Resources (JD-R) theory. Document analysis was incorporated to add context, understanding, and a rich description of the participants’ experiences. This study found multiple sub-themes situated within four major themes: It Takes a Village, Integration of the “Hats” They Wear, Motivation and the Meaning of Their Career, and Coping. Exploring the sub-themes to JD-R theory allowed contextualization of how job demands, job resources, personal resources, absence of resources, job crafting, recovery, self-undermining, and strain, interact to add context, nuance, and broader conceptualization of how PD and APD experienced their multifaceted roles. This study provides a rich description of the experiences of PDs and APDs embedded in their social context of roles, tasks, and responsibilities. These results indicated that understanding how the individual experiences their job demands as they interact with their experiences of job and personal resources, and how the individual proactively engages with their environment through job crafting and recovery enables for a nuanced appreciation of engagement and burnout.
Figuring the Emotionally Disturbed Child: The Function of Teacher Talk on Special Education Referrals of Elementary Aged Children With Emotional and Behavioral Disorders
(2021-07) Coomer, Maureen Negrelli; Thorius, Kathleen King; Hayes, Cleveland; Santamaría Graff, Cristina; Collins, Kathleen; Mintus, Kenzie Latham
This interpretive study makes explicit the cultural cognitive structures on which education professionals rely as they determine an elementary-aged child as having an emotional and behavioral disorder through a critical discourse analysis of teacher talk and participant structure analyses.
Teaching Race and Racism in Social Work Education: A Thematic Analysis of Social Work Educators' Experiences and Attitudes
(2023-09) Miller, Natasha Wine; Kim, Hea-Won; Adamek, Margaret; Khaja, Khadija; Hayes, Cleveland
Race and racism are central ideas in the conceptualization of social justice in the US and thus topics of fundamental importance within the social work discipline. Accredited social work schools must include race and racism education in their curricula. Social work pedagogical literature has historically lacked critical, consistent attention to these issues. This exploratory study applied a cluster sampling strategy to distribute study invitations across 10% of randomly selected accredited US social work schools to access the study’s target population of social work educators. Reflexive thematic analysis was used to interpret educators’ written responses to six qualitative survey questions on their perspectives teaching race and racism-centered themes to social work students. The study was guided by three research questions: how educators conceptualize race and racism pedagogy; how confidence and doubt are contrasted in their experiences; and the consequence of educators’ own racial identity. Critical Race Theory (CRT) and oppression theory were guiding theoretical frameworks. Each question generated 31 to 48 responses. In total, 10 themes were developed in response to the research questions. Highlighted findings illustrate a variation in how educators conceptualize race and racism pedagogy: ethics training, antiracist praxis development, and through a CRT framework. Educators also experience doubt in their teaching abilities, such as in managing students’ responses to race and racism-centered learning. Educators’ racial identity also shapes their perspectives on race and racism pedagogical experiences. Further research is indicated, such as how educators understand antiracist practice; their pedagogical training on teaching these subjects; evaluative studies on social work schools’ support to educators; and the influence of racial identity on teaching and learning these complex topics.
To be woke, you must be awake: a critical response to white liberals
(Taylor & Francis, 2023) Hayes, Cleveland
We Teach Too: What are the Lived Experiences and Pedagogical Practices of Gay Men of Color Teachers
(Hipatia Press, 2014-06-21) Hayes, Cleveland
This paper speaks to the lived experiences of gay male teachers working in K-12 settings of color as I as an individual researcher and as we as allies to begin to address the pervasive and loud silences of our attenuated presence in education. This study addresses the experiences of gay (one Black male and two Latinos) teachers of color and will identify and analyze characteristics, how the intersections of race and sexuality impact the principles and themes within the teaching strengths of three gay teachers of color and examine how the successful teaching of gay teachers of color can be used to inform social justice-oriented matters.
What can we learn from Big Mama?
(Institute for Critical Education Studies, 2012-03-17) Hayes, Cleveland; Juárez, Brenda G.; Cross, Paulette T.
Taking a multi-generational view, this study draws on oral-life histories and a qualitative, critical race analysis to explore thematic patterns over time and across the educational ideals and pedagogical practices of two African American educators from different generations of the same family—Olivia Smith (Big Mama) and her granddaughter Christie Hayes. We examine how the personal and professional experiences of these two teachers influence their respective understandings of their work and provide the basis of successful teaching for African American learners. By examining the lessons Big Mama taught and Christie learned and subsequently brought into her own classroom, it becomes possible to better understand how to more effectively prepare future teachers to draw on cultural and historical knowledge and thus successfully teach all students.

Browsing by Author "Hayes, Cleveland"

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