My Journey

Raised in the Soundview Section of the Bronx, my early experiences nurtured a deep-rooted sense of resilience, empathy, and intellectual curiosity within me. Through my academic research, I’ve explored topics such as student development, organizational leadership, and the dynamics of social identities, while also examining issues like occupational burnout, workplace attrition, mentoring models, and the consequences of mass incarceration. Holding a Master of Science in Educational Administration and Policy Studies and an Ed.D. in Educational Leadership and Higher Education from the University of Central Florida, I apply my scholarly insights and personal journey to advocate for the underserved and overlooked. Guided by my philosophy of “making a difference one person at a time,” I am driven to influence public policies and enact changes that uplift communities, fostering societal progress through targeted, compassionate actions.

Publications

Source Title: Best Practices and Programmatic Approaches for Mentoring Educational Leaders

Am I My Brother’s Keeper?: The Importance of Black Male Kinship at a PWI

Arian L. Bryant (University of Central Florida, USA) and Larry J. Walker (University of Central Florida, USA)

In May of 2020 after the murder of George Floyd, the nation was forced to confront the disparate treatment of Black men by law enforcement. Floyd’s murder led to protests that occurred in neighborhoods and college campuses throughout the nation. The response at post-secondary institutions reflected the anger from George Floyd’s murder and the experiences of Black students on campus. Far too often, they have to navigate stereotypes and misconceptions from faculty and students. For this reason, this chapter will (1) examine extant literature focusing on the challenges Black male college students encounter inside and outside of the classroom, (2) utilize autoethnographic vignettes to discuss the importance of kinship from the perspective of a Black male doctoral student and faculty member, and (3) provide implications for practice.

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