Jesse Ford

Assistant Professor

University of North Carolina at Greensboro

United States

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About

Jesse Ford is an Assistant Professor at the University of North Carolina at Greensboro, USA. His research focuses on the intersection of higher education, racial battle fatigue, and the experiences of Black men and women in academia. Recent articles explore topics such as the impact of corporal punishment in schools, parent-teacher collaboration, and strategies for supporting first-generation students of color.

Articles (13)

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2025

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2025

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2025

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2023

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2023

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2023

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2023

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2023

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2022

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2021

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2021

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2021

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2020

Collaborators (6)

Cassandra R. Kepple

Florida State University

UNITED STATES

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Kaleb Briscoe

University of Oklahoma

UNITED STATES

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Brittny James

Georgia Institute of Technology

UNITED STATES

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Da’Shay Portis Templeton

Florida State University

UNITED STATES

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Jamila Holcomb

Florida State University

UNITED STATES

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Jason Wallace

Assistant Professor of Higher Education Leadership

Mississippi State University

UNITED STATES

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Jesse Ford

Research Interests

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About

Articles (13)

When Parent–Teacher Collaboration Turns Violent: Corporal Punishment in American Schools and Subsequent (Secondary) Trauma

Leadership Forged in Struggle: Higher Education, Black Men and Racial Battle Fatigue

“I Am Overworked and I’m Not Taking Care of Myself”: The Experiences of Black Men in Doctoral Programs Navigating Racial Battle Fatigue

Battling Campus Racial Climate Strife: Student Affairs Professionals Experiences with Politics

Returning home: Reflections on cultural capital cultivated for Black men faculty through multicultural affairs work.

Say Her Name: The Socialization of Black Women in Graduate School

Building First-Generation Student Satisfaction for Students of Color: The Role of Academic Advising

In the trenches: just trying to make it as black men in early career faculty roles

Detoxing the Trauma of Academic Writing for Black Scholars: Vulnerability, Authenticity, and Healing

I Too Dream: Using Appreciative Advising to Combat Student Retention Challenges at HBCUs

“They Don’t Value My Knowledge”: Interrogating the Racialized Experiences of Black First-Generation Doctoral Students in HESA Programs at HWIs

School Climate as a Link Between High School Black Males’ Math Identity and Outcomes

Expect the Best; Not the Worst: The Impact of Parental Expectation on Black Males’ Math Scores

Collaborators (6)

Cassandra R. Kepple

Kaleb Briscoe

Brittny James

Da’Shay Portis Templeton

Jamila Holcomb

Jason Wallace

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