AFS 444-601 Fall 2023 Course Syllabus (2)

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A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 1 | 17 AFS 444 - 601 African American and African Women Leaders North Carolina State University Africana Studies Program – Fall 2023 Course Description This course draws on the theoretical debates in race, class, gender, and leadership studies to investigate the historical and cultural conditions that have advanced—as well as those that still inhibit—African American and African women’s leadership in diverse areas of life in the United States and African countries, comparing them cross-culturally. AFS 444 is an interdisciplinary course in the Africana Studies Program that enables students to explore contemporary issues related to women of African descent/heritage in the diaspora. Particular emphasis is placed on exploring the often-paradoxical ways in which dominant cultural ideas about race, class, gender, and leadership impact the possibilities for Black and African women to assume positions of influence. Theoretically, we will draw upon debates in race, class, gender, and leadership studies. Students will synthesize, analyze and connect concepts of Black women's collective leadership through the lens of their academic majors, including in but not limited to engineering, history, social work, etc. This course will utilize a variety of texts to define womanhood, including novels, critical texts, films, and personal narratives. Course content will be delivered online. Students are required to update their email address on the Registration and Records website to facilitate access to the course. Instructor’s Information Frances D. Graham Email: fdgraha3@ncsu.edu Phone: 919.412.1753 Office Hours: By appointment only Course Objectives/Goals Students will develop a knowledge base about the realities facing Black women world-wide and will contemplate the social reality of systems of oppression which has impacted the life outcomes of Black women. Moreover, students will study multiple theories which can be applied to the examination of other marginalized groups and will reflect critically on the concept of intersectionality which dominates the relationship between race, social class, gender, and sexual identity. Learning Outcomes -- at the end of this course students will be able to:  Identify and summarize how the intersection of gender and race has included and excluded women of African descent.  Analyze the broad experiences of Black women’s collective leadership across academic disciplines and sectors of society.  Explore and synthesize the historical development of African American women’s collective leadership.  Analyze the theories and histories of marginalization of Black women's collective leadership through the lens of race, class, and gender from your perspective as an engineer, historian, or social worker.

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 2 | 17  Analyze and evaluate the causes and consequences of historical, social, political, and/or economic processes from your academic major that have hindered Black women's leadership globally.  Identify, analyze, and draw upon the causes and consequences of historical, social, political, and/or economic, processes from your academic major that have hindered Black women's leadership globally.  Identify and analyze how positions of power and social actions affect access of Black women leaders to the highest levels of leadership. Course Meetings All instruction will take place online however, students are encouraged to meet the instructor via social media to discuss course materials, issues or concerns they may be facing. Course Structure African and African American women leaders is an intensive writing course concerning the struggles, ideas, and debates that inform Black women’s leadership experiences. We will examine the relationship between leadership styles, cultural norms, historical and contemporary epistemology. To get the most out of the course, students must read and watch all assignments, think outside of the “box,” challenge your current thinking, participate in discussion forums, and submit assignments on time. There is one assignment after each set of readings. The final exam will be uploaded at least seven (7) days before it is due. Feel free to contact the instructor with questions, comments, or concerns. Course Materials There is no required textbook for this course. All assigned readings and assignments will be uploaded into Moodle and appear on the course syllabus. IMPORTANT DATES  First Day of classes August 21, 2023  Last Day to add a class August 25  Census Day September 1  Labor Day (University closed) September 4  Wellness Day (University closed) September 19  Fall Break (No classes) October 9-10  Last Day to drop a class October 19  Thanksgiving Break (University closed) November 22-24  Last Week of classes November 29 - December 5  Last Day of classes December 5  Reading Day December 6  Final Examinations December 7 - 13  Final Exam due in AFS 444 December 7  Grades due by 5:00pm December 15  Commencement December 16

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 3 | 17 Assignment Grading Discussion forum posts 25 pts each (10 assignments) 50% of total grade Short writing assignments 25 pts each (5 assignments) 25% of total grade Final Project 100 pts 25% of total grade Final grades for this class use Standard NCSU Letter Grading Scale. Letter grades are: Low Letter High 97 ≤ A+ ≤ 100 94 ≤ A < 97 90 ≤ A- < 94 87 ≤ B+ < 90 84 ≤ B < 87 80 ≤ B- < 84 77 ≤ C+ < 80 74 ≤ C < 77 70 ≤ C- < 74 67 ≤ D+ < 70 64 ≤ D < 67 60 ≤ D- < 64 0 ≤ F < 60 *The grades of “F” will be used only for course administration and feedback to students. The final grade of any student whose overall score is 59 or less will be an F. Requirements for Credit-Only (S/U) Grading Information about credit-only courses can be found here: NC State REG 02.20.15 . Auditing the Course The requirements and procedures to audit the course as appropriate per the regulation on Audits available here: NC State REG 02.20.04 . Policies on Incomplete Grades At the discretion of the instructor, students may be given an incomplete grade for work not completed because of a serious interruption in their work caused by extenuating circumstances (e.g., documented illness or family emergency). If an extended deadline is not authorized by the instructor or department, an unfinished incomplete grade will automatically change to an F after either (a) the end of the next regular semester in which the student is enrolled (not including

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A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 4 | 17 summer sessions), or (b) the end of 12 months if the student is not enrolled, whichever is shorter. Incompletes that change to F will count as an attempted course on transcripts. The burden of fulfilling an incomplete grade is the responsibility of the student. The university policy on incomplete grades is located at http://policies.ncsu.edu/regulation/reg-02-50-3. Makeup Work Policy No makeup assignments will be accepted unless arrangements have been made with the instructor prior to the due date of the assignment. Contact Dr. Frances Graham at least 48-hours before the assignment to discuss options. Late Assignments All assignments are to be submitted no later than11:59pm on the date indicated in the syllabus and Moodle. Forums will remain open for 24-hours after the original due date. Written assignments will remain open for 72-hours after the original due date. Five (5) points per assignment will be deducted for all late assignments. Assignments are to be submitted electronically via Moodle. If you experience technical difficulties the instructor immediately. Attendance Policy and Participation Since this is an online course students are expected to login to Moodle regularly for readings, assignments, etc. For complete attendance and excused absence policies, please see the University’s Attendance Regulation ( NC State REG 02.20.03 ). Academic Integrity Honest and rigorous scholarship is at the foundation of the university. Students are bound by the academic integrity policy as stated in the NC State Code of Student Conduct . Students are required to uphold the university pledge of honor and exercise honesty in completing every assignment. Students should write the Pack Pledge on every exam and assignment and to sign or type their name after the pledge (“I have neither given nor received unauthorized aid on this test or assignment”). Violations of academic integrity will result in referral to the Office of Student Conduct with a recommendation of a failing grade for the assignment. Violations of academic integrity will be handled in accordance with the Student Discipline Procedures ( NCSU REG 11.35.02 ). Accommodations for Disabilities Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with the Disability Resource Office, 3rd Floor, Holmes Hall, Suite 304, 2751 Cates Avenue, Campus Box 7509, 919-515-7653. For more information on NC State’s policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation ( NC State REG 02.20.01 ).” Mental Health Syllabus Statement As a student, you may experience a range of personal issues that can impede learning, such as strained relationships, increased anxiety, alcohol/drug concerns, feeling down, difficulty concentrating and/or lack of motivation. The Counseling Center at NC State offers confidential mental health services for full-time NC State students, including same-day emergency services.

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 5 | 17 CHASS also has an embedded clinician named Dr. Jenn Archer, who will be hosting a drop-in counseling space every Wednesday from 12-2pm in room 115 of the 1911 Building and seeing clients for individual therapy. Individual appointments with Jenn or questions about other mental health services can be made by visiting the Counseling Center’s Get Started page and following the instructions under Make an Appointment. A full overview of campus wellness resources can be found on the WolfPack Wellness website . Please do not hesitate to get connected early to get the support you need to be successful. Drop-in Couseling Meet Dr. Jenn Archer Drop-in Counseling: Wednesdays 12pm-2pm Wellness Week Meet & Greet: Thursday, September 21st from 10am-noon. Room 115 in the 1911 Building Digital Course Components Students are asked to share their ideas and opinions; however, there are no assignments which require students to disclosure email, phone numbers, or photos. This course may involve digital sharing or posting of personally identifiable student work or other information with persons not taking or administering the course. Students will be asked to sign a consent form allowing disclosure of their personally identifiable work. No student is required to sign the consent form as a condition of taking the course. If a student does not want to sign the consent form, s/he has the right to ask the instructor for an alternative, private means of completing the coursework. Non-Discrimination Policy NC State University provides equality of opportunity in education and employment for all students and employees. Accordingly, NC State affirms its commitment to maintain a work environment for all employees and an academic environment for all students that is free from all forms of discrimination. Discrimination based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation is a violation of state and federal law and/or NC State University policy and will not be tolerated. Harassment of any person (either in the form of quid pro quo or creation of a hostile environment) based on race, color, religion, creed, sex, national origin, age, disability, veteran status, or sexual orientation also is a violation of state and federal law and/or NC State University policy and will not be tolerated. Retaliation against any person who complains about discrimination is also prohibited. NC State's policies and regulations covering discrimination, harassment, and retaliation may be accessed at http://policies.ncsu.edu/policy/pol-04-25-05 or http://www.ncsu.edu/equal_op/. Any person who feels that he or she has been the subject of prohibited discrimination, harassment, or retaliation should contact the Office for Equal Opportunity (OEO) at 919-515-3148. Africana Studies Equity Statement : All persons, regardless of age, race, religion, gender, physical disability, or sexual orientation shall have equal opportunity without harassment in Africana Studies courses and programs. Any harassment should be reported immediately to either the classroom instructor or the program coordinator.

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 6 | 17 Trans Inclusive Syllabi Act: In an effort to affirm and respect the identities of transgender students in the classroom and beyond, please contact me if you wish to be referred to using a name and/or pronoun other than what is listed in the student directory. Other Important Resources  Keep Learning: Keep Learning  Protect the Pack FAQs: Frequently Asked Questions | Protect the Pack  NC State Protect the Pack Resources for Students: Resources for Students | Protect the Pack  NC State Keep Learning, tips for students opting to take courses remotely: Keep Learning Tips for Remote Learning  Introduction to Zoom for students: https://youtu.be/5LbPzzPbYEw  Learning with Moodle, a student’s guide to using Moodle: https://moodle-projects.wolfware.ncsu.edu/course/view.php?id=226  NC State Libraries Technology Lending Program NC State Policies, Rules and Regulations (PRR) Students are responsible for reviewing the NC State University Policies, Rules, and Regulations (PRRs) which pertain to their course rights and responsibilities, including those referenced both below and above in this syllabus: • Equal Opportunity and Non-Discrimination Policy Statement https://policies.ncsu.edu/policy/pol-04-25-05 with additional references at https://oied.ncsu.edu/divweb/policies • Code of Student Conduct https://policies.ncsu.edu/policy/pol-11-35-0

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A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 7 | 17 Details, Details, Details… 1. All assignments are due in Moodle by 11:59 pm Sunday evenings ( except for the first assignment and peer introductions). Students are STRONGLY encouraged to submit all on time. 2. Paper Format . Times New Roman 12-point font, single-spaced (this will give you more space), one-inch margins. Submissions should be at most two (2) pages long unless otherwise noted. Remember to cite sources correctly using APA 7th edition. Please type your name on the right side of each assignment. 3. Grading . A matrix is used to grade assignments. See the posted document for more information. 4. Plagiarism . The instructor utilizes Moodle's plagiarism tool to determine improper use of citations, ideas, words, phrases or AI (such as ChatGPT) that are not unique to the student submitting the work. Ensure you correctly cite resources and give credit when citing students in the class, the instructor, or other sources. DO NOT SUBMIT ASSIGNMENTS from students who have taken this course in previous semesters. 5. Late Submissions . Forum assignments close at 11:59 pm on the due date in Moodle. However, Forums will remain open 24-hours after the official due date. Written assignments can be submitted in Moodle up to 3 days (72-hours) after the due date and are considered late. Five (5) points will be automatically deducted per 24 hours from ALL late submissions. If you struggle with assignments, please get in touch with the instructor immediately. No extensions will be granted, and no late assignments will be accepted past the information provided here. 6. Language . Be mindful of what you are writing. Phrases such as: "bottom of the totem pole,"; "Black women are oppressed"; "Black women are underrepresented"; "due to intersectionality, Black women…" are overused and will not add any perspective to your analysis. I am interested in reading your analysis, thoughts, ideas, inspirations, and experiences, not those of the authors. Use the readings to help you develop your perspectives but do not lean on them to justify your views. Content from articles and videos should be used to support your arguments. No judgment; everyone is free to share their thoughts in a safe open space. Also, keep the following points in mind as you do your work. a. Our course focuses on Black women (women of African descent). When you refer to all women, it is unclear who you are referring to; clearly, state who you are referencing in your responses. b. Using "women of color" can be vague and may not indicate the population you are discussing. Be clear and concise in your writing. c. You are encouraged to cite Black women when looking for quotes, providing examples, etc., instead of relying on men to support your perspective. 7. Extra Credit . Each student may earn up to 25 extra credit points by completing one (1) assignment at the course syllabus's end. All submissions are due to the instructor (fdgraha3@ncsu.edu) by 11:59 pm on October 29 . No exceptions. I will email to confirm receipt of your extra credit assignment and the points you earned. 8. Course Syllabus and details in Moodle are subject to change. Make sure you consult Moodle and the regularly for the most updated information and Announcements .

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 8 | 17 Course Readings, Videos, and Assignments August 21-27 Class Overview and Student Introductions Forum 1. Read the ENTIRE course syllabus. 2. Each student must introduce their selves by responding to the following questions. a. Name: b. Major: c. What do you hope to learn in the course and what do you expect to teach? d. List any questions you have about the syllabus, assignments, etc.? 3. ASSIGNMENT: Watch and respond to “The danger of a single story,” a TedTalk by Chimamanda Ngozi Adichie -- (25 pts.) a. WRITING PROMPT: Based on your current knowledge of leadership, develop a one- page response to “The danger of a single story” Consider how the contents of the presentation connect to African and African American women as leaders in the field of education, medicine, science, engineering, technology, arts, social work, etc. Keep in mind world history, your perspective, and what struck you as intriguing, insightful, confusing, exciting, etc., about Ngozi Adichie’s presentation. The assignment is due on August 27 . (25pts.) 4. After posting your response paper, read three (3) peer submissions and post a 150-word (or less) peer response. 5. Peer Response Directions : Peer responses should be of substance; you should observe brevity of 150 words (one paragraph) or less. Responses should be well-thought-out to include observations, reactions, and questions. Additionally, responses should NOT be one-word or two-word phrases such as “good job” or “I "really" like what you said.” Every response should be different and critical in observation. If appropriate, you may comment on other classmates’ comments; however, your main comments should be to the original response submitted by your peers. Due by 11:59 pm on August 27 . August 28-September 3 Black Women’s Lived Experiences Different leaders use distinctive leadership strategies and styles change over time. Much research has been conducted on these approaches and types, and they all vary to some degree. Five leadership styles encompass the traits of all different leaders. Which style describes the Black women you are reading about? Which style describes you? Keep this information in mind and refer to it often as you continue in the course. READINGS: Davis, Shard, M., & Jones, Martinque K. (2021). Black women at war: A comprehensive framework for research on the strong Black woman. Women’s Studies in Communication , 44(3), 301-22. https://doi.org/10.1080/07491409.2020.1838020 Roberts, L. M., Mayo, A. J., Ely, R. J., & Thomas, D. A. (2018). Beating the odds: What Black women know about getting to the top. The Harvard Business Review , 126-131. https://hbr.org/2018/03/beating-the-odds

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 9 | 17 September 4–10 Did you hear that? Black Women Leaders Voices On August 26, 2020, the 100th anniversary of the 19th Amendment, which prompted many commemorations (opens in new window) and celebrations to mark the historic moment. It was also the catalyst for examining and reflecting on the complex story of the suffrage movement fraught with racism and classism (opens in new window). The history of the United States is fraught with examples of white men inflicting violence upon Black women with impunity. From widespread physical abuse during slavery to Breonna Taylor's (opens in new window) death in 2020 at the hands of police, Black women have experienced their humanity, their very right to exist, be violated. Therefore, it is unsurprising that some feel they can wield their perceived power over space to suppress Black women's voices (opens in new window) and erase their presence. What are your thoughts? READINGS: The Editorial Board. (2020). The 19 th amendment: An important milestone in an unfinished journey. https://www.nytimes.com/2020/08/15/opinion/19th-amendment-centennial- suffrage.html Lockhart, P. R. (2020). How Black women have continued the fight to vote 100 years after suffrage. NBC News. https://www.nbcnews.com/news/nbcblk/how-black-women-have- continued-fight-vote-100-years-after-n1237032 WATCH: Untold stories of Black women in the Suffrage movement -- https://women.ca.gov/women-of- color-and-the-fight-for-womens-suffrage/ Gloria Steinem on the role of women of color in the suffrage movement -- https://www.pbs.org/newshour/nation/gloria-steinem-on-the-role-of-women-of-color-in-the- suffrage-movement September 11-17 Impressions: Black Women Leaders in Pictures Forum “First impressions” nowadays society places great value on first impressions. Most of us form opinions of people only by prejudgments and superficial characteristics. It is true that‚ sometimes‚ appearance and first impressions are important and tell something about people‚ for instance‚ on a date or in a job interview. As it stands, Black women have to work very hard to establish common ground, to make connections, and not only make them but ensure they are meaningful and long-standing and deep enough to lend themselves to advocacy—so that the mirror reflects both ways, instead of just one. Without that, no amount of work, preparation, dedication, and sacrifice will deliver the Black woman the future that awaits others. And conversely, no amount of positioning Black women as external-facing representatives of an organization’s diversity efforts will yield the results and power inherent in the Black female leader. With that in mind spend a few minutes dissecting and analyzing the attached photo. READ: Marie, Jean-Gaetum, Williams, Vicki A., & Sherman, Sheila L. (2009). Black women leadership experiences examining the intersectionality of race and gender. Advances in Developing Human Resources 11(5), 562-58. 10.1177/1523422309351836

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A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 10 | 17 September 18–24 The Value and Importance of Words in Leadership Forum READINGS: Lorde, Audre. (1984). The transformation of silence in to language and action. Sister Outsider. Crossing Press. White, Katelynn. (2021). Black women are not angry, but passionate. They have been silenced for too long . Nashville Tennessean. https://www.tennessean.com/story/opinion/2021/12/28/black-women-michelle-obama-stacey- abrams-kamala-harris-not-angry/8805751002/ September 25–October 1 The Status of Black Women READINGS: DuMonthier, A., Childers, C., & Milli, J. (2017). The status of Black women. Institute for women’s policy research. https://iwpr.org/wp- content/uploads/2020/08/SOBW_ExecutiveSummary_Digital-2.pdf Lean in: The status of Black women in corporate America report. (2019). https://leanin.org/research/state-of-black-women-in-corporate-america#! WATCH: Braids and Appropriation in America -- ELLE https://www.youtube.com/watch?v=yFGwmUCH9aI October 2–8 Black Women Global Leaders Forum READINGS: The Borgen Project. (2022). The potential of women’s leadership in Africa . https://borgenproject.org/the-potential-of-womens-leadership-in-africa Foresight Africa 2022 Report (2022). African women and girls leading a continent. https://www.brookings.edu/articles/foresight-africa-2022/ October 9-10 Fall Break October 9-15 Black women and Athletics READINGS: Gilreath, E.L., Zupin, D., & Judge, L.W. (2017). From field days to Olympic gold: How Black women revitalized track and field in the United States. Physical Educator , 74(2), 359-376. Morrison, A., Galvan, A., & Hajela, D. (2021). Black women, across generations, heed Biles' olympic example. AP News. https://news.yahoo.com/black-women-across-generations-heed- 021934057.html?fr=sycsrp_catchall. Wilsa, M. S., & Malveaux, Charles. (2022). Black women in sport and the weaponization of beauty standards. Psychiatric Times 39 (4). https://www.psychiatrictimes.com/view/black- women-in-sport-and-the-weaponization-of-beauty-standards

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 11 | 17 October 16-22 Law and Politicians Forum READINGS: Lerer, L., & Medina, J. (2019) “What does this country demand of Black women in politics?” New York Times . https://www.nytimes.com/2019/12/08/us/politics/kamala-harris-black- women.html Currie, N. (2021). Before Kamala: Black women in presidential administrations. Black Women, Civil Rights, Labor, New Deal Era, Schools And Education . https://rediscovering-black- history.blogs.archives.gov/2021/01/19/before-kamala-black-women-in-presidential- administrations/ WATCH: All woman village https://www.youtube.com/watch?v=UrnmBLB-UX4 direct result of poor legislation to protect women. WATCH: H.E. Ellen Johnson Sirleaf – How women will lead us to freedom, justice, and peace. https://www.ted.com/speakers/ellen_johnson_sirleaf October 23-29 Religion Forum WATCH: Candice Marie Benbow: Red lip theology http://www.youtube.com/v/mPJOtkLb-c8#Candice Marie Benbow talks Red Lip Theology | LIVE from San Diego Central Library October 30–November 5 Science, Technology, Engineering, and Inventors READINGS: Jackson, Fatimah. (2022). The future of Black women in STEM. DOI: https://sundial.csun.edu/171797/featured/the-future-of-black-women-in-stem/ McGee, K. March 2018. “The influence of gender, and race/ethnicity on advancement in information technology (IT)” Information and Organization , 28(1), 1-36. November 6–12 Black Women in the Arts Forum READINGS: Caffrey, Margaret M. (2005). Creating their own image: The history of African-American women artists. History Reviews of New Books, 33(4) p. 132. Washington. Gqola, Dineo Pumla. (2022). Black women artists in a monumental exhibition. New Frame. doi: https://www.newframe.com/black-women-artists-in-a-monumental-exhibition/ WATCH: Black panther's costume designer Ruth E. Carter breaks down her iconic costumes Vanity Fair. https://www.youtube.com/watch?v=FmvBrpkgBF0 November 13-19 Leading Change READINGS: Carr, Glynda C. (2021). Black women leaders are determined to fill the void in representation. Newsweek Magazine . doi: https://www.newsweek.com/black-women-leaders-are-determined- fill-void-representation-opinion-1655891

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 12 | 17 Weldon, Michele. Respect: 10 Black women leaders creating change now . (2021). Take the Lead. doi: https://www.taketheleadwomen.com/blog/respect-10-black-women-leaders-creating- change-now November 20–26 Contemporary Black Women Influencers WATCH: Me too is a movement, not a moment – Tarana Burke https://www.ted.com/talks/tarana_burke_me_too_is_a_movement_not_a_moment?language=en READ: Hoover, Wema. This is what Black female leadership looks like. (2021). doi: https://www.fastcompany.com/90688280/this-is-what-black-female-leadership-looks-like-and- what-organizations-can-do-to-tap-that-power NOTE: Thanksgiving Break is Nov. 22- 24. November 27 – December 3 Black women’s “brand” of Activism Forum There are NO readings for this Module. Students are to identify the Black women activist (see the photos on the Moodle page) and write a brief bio for three (3) of the six (6) activist. November 29 – December 7 Final Exam Project The final exam will be uploaded in Moodle on November 26 . The exam is due December 7 . No late exams will be accepted. (100pts.) Extra Credit Assignments – worth 15 pts. One assignment per student will be accepted. Due on or before October 18, 2020. 1. Write a one-page response paper to the following questions be sure to link your response to the course content about women of African descent -- How does one learn to be a good leader? Can leadership be taught? 2. A leadership mind map (Google “leadership mind map” for additional information) is a type of chart that organizes information visually. Typically, a mind map will stem from a central idea, with supporting ideas branching out from it in a nonlinear order. Create a mind map focusing on your understanding of Black women’s leadership. 3. Reflection paper – respond to one of the questions below in no more than 2-pages. a. How do you communicate your values? Have you found this approach effective? If not, why not? If so, how do you know? b. How do you encourage others to think about big possibilities and not get stuck in the past/what has always been done? c. What is the role of the leader when helping group members to learn from mistakes? d. How do you handle group members who have “hidden agendas” or are following personal goals? NOTE: Send extra credit to fdgraha3@ncsu.edu on or before October 28, 2020 by 11:59pm. Points will be added to your final score since they will not be recorded in Moodle.

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A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 13 | 17 Course Assignments Assignment Instructions Due Date Class Introductions Danger of a single story forum and Peer Reviews Writing Prompt: Based on your current leadership knowledge, develop a one- page response to “The danger of a single story.” Black women’s lived leadership experiences and Peer Reviews Opinion Writing Prompt: In your opinion, what does it mean for Black women to be at war, be strong, and beat the odds as leaders? In addition, what one word describes your leadership style? How does it connect to your opinion statement? Your response paper should be no more than two (2) pages including two (2) peer responses. (25 pts.) Letter to Mrs. Ida B. Wells Having read the articles and watched the videos about Black women’s engagement in the suffrage movement, write a letter to Ida B. Wells about these artifacts, asking Wells what you want to ask her and saying what you want to say. The letter should be no more than two (2) pages long (25 pts). Response Paper Write a one-page response paper to the following question. Be sure to link your response to the assigned readings for this module. Respond to two of your peers -- What is your impression of this photo, and how does it signify Black women as leaders? Correctly cite in-text citations and quotations. (25pts.) The value of words forum Select three of the six quotations by or about Black

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 14 | 17 women’s leaders/leadership provided below. Write at least two paragraphs responding to all (three (3) quotes you selected) of the quotations, making connections between the quotations, other readings, and contemporary leadership issues. 25pts. Black women’s status in brief Write a two-page brief about Black Women's status worldwide. Consider some of these questions as you write your brief -- where are the leadership points? What stood out for you? What new information did you gain? How might you lead such an organization? How would you explain this information to others? What's important about the content of this study? Be sure to support your analysis with citations from the readings and use APA style to cite your sources. (25pts.) African women global leaders After reading the artifacts audit articles identifying three messages (three messages (6 messages) what do you glean from each artifact about leadership (a few sentences each), two insights (4 insights) you gained (two or more paragraphs each demonstrating engagement and analysis), and one question (2 questions) that you have about the materials. 25pts. Black women athletes: 3-2-1 Analysis 3-2-1 Athletes After reading all three (3) of the artifacts, select two (2) of the three articles to audit. Audits should identify three messages (three messages from each article (6 messages)

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 15 | 17 what you glean from each artifact about leadership (a few sentences each), two insights (4 insights) you gained (two or more paragraphs each demonstrating engagement and analysis), and one question (2 questions) that you have about the materials. Ripped from the headlines From week to week in our world, there are often numerous events that happen to focus on leadership. These occurrences are opportunities for us to learn about the inclusion or exclusion of women of African descent. This assignment is intended to leverage these instances. In addition to reading the assigned readings and watching the Ted Talk, your assignment is to locate one article (via the Internet, Magazine, Newspaper, etc.) — (may not use assigned readings for this assignment) focusing on an issue that highlights one of the themes in this week’s artifacts. Use the assigned readings to help support your analysis of your chosen article. (25 pts.) Red Lip Theology Religion Forum Writing prompt: Based on Benbow's presentation and the Moodle content, in what ways do you see Black women leading in the church and religion in general? Be specific in your analysis and examples. Be sure to cite your quotes and sources using APA 7 formatting, and your submission should be no more than two (2) pages long.

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A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 16 | 17 Two short answer questions Complete the two short answer questions for this week’s module. After reading the articles for this week, select one reading to provide a complete and stimulating response in no more than 300 words for question number two (2). Please answer each question in its entirety to earn total points. (25 pts.) Describe the leadership you see Based on your new and current knowledge of Black women leaders, describe the leadership you see in this painting. (25pts.) My leadership story Leadership Autobiography: Like the women in the video, you have had different experiences throughout your life that have shaped the leader you are today. After viewing the video, write your “leadership autobiography” – encompassing the development of your understanding of leadership to date. You should thoroughly explore the experiences, relationships, and factors influencing your understanding of leadership. (25pts.) Black women influencers After watching and reading the artifacts in this week's Module, what will you do intellectually, professionally, politically, socially, or creatively to lead in the 21st century? Use at least three (3) sources from the course and three (3) newly found sources to develop your two (2) page plan. The plan must include a brief statement about your plan and the following

A F S 4 4 4 - 6 0 1 - B l a c k W o m e n i n L e a d e r s h i p – f a l l 2 0 2 3 17 | 17 items: (1) mission (2) objectives/goals (3) audience (4) skills you will use, and (5) how will you engage Black women leaders? (25 pts.) Black women activist forum There are NO readings for this Module. Students are to identify the six (6) Black women activists (see the photos on the Moodle page), choose three women, and identify their leadership style, connecting your leadership style to theirs. Submissions should be at most two pages in length. (3) of the six (6) activists. (25 pts.) Final exam worth 100 pts. Total points 475 pts.