| Title: |
Converging Paths: An Autoethnographic Journey through Adult Education and Human Resource Development at an HBCU |
| Language: |
English |
| Authors: |
Adam L. McClain (ORCID 0009-0002-7388-4292); Bryle H. Hatch; James J. Hairston |
| Source: |
New Horizons in Adult Education & Human Resource Development. 2025 37(4):262-274. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Adult Education; Higher Education; Postsecondary Education |
| Descriptors: |
Ethnography; Adult Education; Black Colleges; Social Justice; Labor Force Development; Masters Programs; Qualitative Research; College Faculty |
| Geographic Terms: |
North Carolina |
| DOI: |
10.1177/19394225251371338 |
| ISSN: |
1939-4225 |
| Abstract: |
This collaborative autoethnography examines the pivotal roles that identity negotiation and Historically Black Colleges and Universities (HBCUs) play in advancing social justice within the framework of an adult education graduate program. Through detailed narratives from three scholars at an HBCU, this study articulates the nuanced ways in which HBCUs cultivate environments that promote equity and inclusivity, which are crucial for fostering social justice. Key findings demonstrate that identity negotiation is not just a personal journey but a transformative lever that HBCUs utilize to empower marginalized voices, revealing both challenges and resilience in these settings. Specifically, the paper highlights the crucial role of HBCUs in developing culturally responsive educational practices that are uniquely positioned to address social injustices and enhance diversity, equity, and inclusion across educational and professional domains. By integrating autoethnography with theoretical insights from adult education and human resource development, this study makes a compelling case for the significance of HBCUs in shaping transformative educational practices that resonate deeply with a diverse student body. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1488892 |
| Database: |
ERIC |