Overcoming Barriers: Black Male Engagement in Higher Education with Marcus Langford
This week on NASPA's SA Voices from the Field Podcastr Dr. Jill Creighton sits down with Marcus R. Langford, the Associate Vice Provost for the Center for Learner Diversity and Inclusion at Oregon Health and Science University (OHSU). Marcus shares his thoughts on leadership, diversity, and balancing a demanding career with family life. The Path to Leadership and Diversity at OHSU Marcus R. Langford's journey in higher education began with a personal challenge—an arduous college transition—leading him to become an orientation leader. This pivotal moment guided his career, allowing him to work in various capacities across the country, from Oregon State University to the University of Cincinnati Blue Ash. Currently, at OHSU, Marcus spearheads initiatives to foster diversity, equity, and inclusion. Throughout this episode, Marcus emphasizes the significance of collaborating with intelligent, talented individuals. He credits his ability to identify patterns, navigate complex systems, and engage effectively with people as critical to his professional evolution from a specialist to a generalist—a valuable skillset for anyone in leadership roles within student affairs. Doctoral Research: Black Male Engagement and Placemaking Marcus is pursuing a Doctorate of Education (EdD) with his dissertation titled "Making Their Own Way, A Qualitative Case Study of Black Male Engagement and Placemaking at the University of Oregon." His research shines a light on the engagement and sense of belonging of Black male students at predominantly white institutions (PWIs). Drawing from personal experiences, Marcus highlights the challenges Black students face in these environments. His findings reveal that while Black male students are actively involved across campus, they often find meaningful engagement in culturally relevant spaces like the National Association For Black Journalists and the Black Cultural Center. Unfortunately, these cultural groups sometimes face institutional barriers, such as restrictive catering policies that hinder the authenticity of cultural events. The Need for Institutional Support and Recognition Marcus's research underscores the need for institutions to recognize and support diverse forms of student engagement. Traditional engagement opportunities, such as student government, are sometimes less appealing to Black male students due to microaggressions and dismissive behaviors. Institutions must reconsider how their policies may inhibit students from expressing their authentic selves and engaging fully. A practical example Marcus discusses involves the challenges cultural groups face when trying to work with external vendors to provide authentic cultural food. Institutional catering policies often prevent these collaborations, leading to unsatisfactory event experiences that can affect student engagement and sense of belonging. Updating Theories and Practices in Student Affairs Marcus advocates for a shift away from the overreliance on classical student development theories that may limit students' experiences. He suggests that institutions should expand the scope of what is considered valuable student engagement, integrating culturally relevant activities alongside traditional ones. Additionally, ongoing education for faculty and staff is crucial to understanding the evolving needs of students, which differ significantly from previous generations. Mentorship and Professional Growth Mentorship plays a vital role in Marcus's career. Larry Roper, a seasoned professional in student affairs, has been instrumental in guiding Marcus, emphasizing the importance of not needing to be the smartest person in the room and the value of continuous learning. Marcus appreciates the influence of younger professionals in challenging historical practices and pushing for necessary changes within the field. Balancing Professional and Personal Life One of the most profound insights Marcus shares is the importance of distinguishing between professional and personal commitments. He stresses that while he likes his job, he loves his family, and it's essential to prioritize personal relationships. This perspective, influenced by his mentor Larry Roper, reminds us that systems are designed to function without individuals, so self-care and personal well-being should not be neglected. Conclusion: Moving Forward with Inclusive Practices As Marcus R. Langford continues to lead efforts in diversity and inclusion at OHSU, his insights remind us of the ongoing need for institutions to adapt and support the dynamic needs of their students. By reevaluating policies, expanding engagement opportunities, and providing continuous education for faculty and staff, higher education can create more inclusive and supportive environments for all students. Stay tuned for more enlightening discussions on "Dads with Daughters," and be sure to catch future episodes where we continue to explore the intersections of personal and professional lives in meaningful ways. TRANSCRIPT Dr. Jill Creighton [00:00:00]: Welcome to Student Affairs Voices From the Field, the podcast where we share your student affairs stories from fresh perspectives to seasoned experts. Brought to you by NASPA, we curate free and accessible professional development for higher ed pros wherever you happen to be. This is season 11, the past, present, and future of student affairs, and I'm doctor Jill Creighton, she, her, hers, your essay voices from the field host. Today on essay voices, I am overjoyed to be joined by Marcus R Langford, who is currently serving as associate vice provost for the center for learner and diversity and inclusion at Oregon Health and Science University or OHSU. In this role, Marcus is responsible for providing leadership and vision for the center to advance OHSU's learner centered diversity, equity, and inclusion and belonging goals. This work includes providing educational engagement opportunities for learners, as well as working with institutional partners to envision and achieve a collaborative cohesive approach to the enhanced recruitment and retention of diverse learners. In this role, Marcus is fortunate to work with and provide leadership to a talented team of individuals committed to cultivating relationships, creating educational solutions, and interrogating policies, practices, and procedures in partnership with various institutional partners and constituents to build institutional capacity for transformative change. Prior to his OHSU work, Marcus was at the University of Oregon where he most recently served as dean of students. Dr. Jill Creighton [00:01:23]: Prior to U of O, over the span of 20 years in higher ed, he served in several roles with increasing levels of scope and responsibility at a variety of institutional types. Marcus has professional experience in a variety of functional areas, including academic intervention and advising, campus programming, crisis management, diversity, equity, inclusion and belonging, leadership development, multicultural affairs, orientation and new student programs, student involvement, and veteran student affairs. I also wanna take a moment to pre congratulate Marcus on his future defense of his doctoral dissertation. I'm so excited to welcome Marcus Langford to the show. So good to see you, Marcus. Marcus R. Langford [00:01:57]: Hey there. How are you? Glad to be here. Dr. Jill Creighton [00:01:59]: So for our listeners, Marcus and I have known each other for a very long time at this point. The very first time we met, Marcus was working at Oregon State in orientation and retention, and I was earning my master's. So we have been kind of at the same institution on and off a couple of times now. And so I'm so excited for our listeners to get to know you through your expertise and your research and and where you sit now. We always like to open our episodes by asking our guests how you got to your current seat and kind of teeing up from that journey out of orientation. How did you land into an AVP of DEIB space? Marcus R. Langford [00:02:37]: Glad to see you and talk to you again. Always fun to chop it up with you a little bit, and thank you for, giving me this opportunity. So whenever I talk a little bit about how I got somewhere, for me, I always have to start at the beginning. And so for me, starting at the beginning, you know, ensures that I let folks know that I am a Southerner by birth. That's a big part of who I am and how I see the world and how I approach the world. So I was born in Birmingham, Alabama, but I spent the vast majority of my growing up in Cincinnati, Ohio. But even though I spent more time in Cincinnati than in Birmingham, I still would say I'm a Southerner by birth. And so the vast majority of my growing up in Cincinnati, Ohio, and I'm a high school English teacher by training. Marcus R. Langford [00:03:19]: So my undergraduate degrees are in English Education and African American History. But how I got into the field was kind of typical or classic, and so much as I did not have the greatest transition to college. So much so that about midway through my 1st year, I vividly remember this like it happened yesterday, I called my mom and said, mom, I just don't know if this is for me. I think I want to drop out and come home. And in her infinite wisdom, my mom said, absolutely not. She said, dropping out is not an option. She said, you know, your your dad and I and other folks have invested too much time, energy, and effort into you, and you are more than capable enough to be successful in this endeavor. So she said, do one more thing, join one more club, one more organization. Marcus R. Langford [00:04:05]: And if that doesn't work, at the end of the year, we can revisit this conversation, but we'll talk about where you will transfer to, not the fact that you're gonna drop out. And so like any good Southern boy, I I did what my mom told me to do. And that one
