Date of Award


Document Type


Degree Name

Education (Ed.D.)


Administrative and Instructional Leadership

First Advisor

Ceceilia Parnther

Second Advisor

Cynthia Phillips

Third Advisor

Joan I Birringer-Haig


The value of business school pedagogy has received increased attention in recent years (Delgado and Stefancic, 1992; Giacalone and Wargo, 2009; Podolny, 2009; Grier & Poole, 2020; Prieto & Phipps, 2021). This qualitative study examined the ability of higher education business faculty to include chattel slavery in the history of American business (Katznelson, 2005; Baptist, 2014;). Traditionally, the fundamentals of management teaching have been aligned with the belief that conventional management theories were developed separate and apart from the institution of chattel slavery and the management of race (Aufhauser, 1973; Cooke, 2003; Blackmon, 2008; Roediger & Esch, 2012). An interpretivist perspective using a collective case study method enabled the researcher to observe, ask questions, look for patterns, to come to an understanding of human ideas, actions, and interactions in specific contexts or in terms of the wider culture (Glesne, 2011, p. 8). By using a Critical Theory paradigm, the researcher challenged those ideologies that encourage a misrepresentation of reality (Glesne, 2011, p. 9). The population from whom data was collected was instructors in higher education whose pedagogy frames the discipline of business and management, with participants selected through purposeful sampling and snowball sampling. Data was collected through document analysis and semi-structured interviews. Content analysis is of participants’ syllabi, published works, and news articles. The study contributes to research and practice in many areas. By introducing the topic of chattel slavery as a starting point, faculty will be encouraged to enhance their research knowledge to include the true origins of business and management concepts. This enhanced knowledge will provide a throughline to the current management practices of today that include harassment, coercion, and even brutality as part of a routine management dictum. Future faculty will gain the tools sufficient to acknowledge that the origin of management tenets is historically connected to the practice of chattel slavery (Aufhauser, 1973; Cooke, 2003).