Ramon B. Goings, Ed.D

Ramon-Goings

Assistant Professor of Educational Leadership
Timonium Graduate Center
rbgoings@loyola.edu 
www.ramongoings.com 
410-617-5580

Education

Ed.D. in Urban Educational Leadership, Morgan State University, 2015
Dissertation: High-Achieving African American Males at One Historically Black University: A Phenomenological Study (2016 2nd Place Dissertation of the Year Award, American Association of Blacks in Higher Education)

M.S. in Human Services (Clinical Counseling Specialization), Post University, 2010

B.A. in Music Education (Instrumental Education Focus), Lynchburg College, 2008

Biography

Dr. Ramon B. Goings is an assistant professor of educational leadership at Loyola University Maryland. His research interests are centered on exploring the academic and social experiences of gifted/high-achieving Black males PK-PhD, diversifying the teacher and school leader workforce, and investigating the contributions of historically Black colleges and universities. Dr. Goings is the author of over 40 scholarly publications including serving as co-editor of the following books: Graduate Education at Historically Black Colleges and University: A Student Perspective (2016, Routledge Press), R.A.C.E Mentoring Through Social Media: Black and Hispanic Scholars Share Their Journey in The Academy (2016, Information Age), and How Obama Changed the Political Landscape (Prager, 2017). Along with his scholarship Dr. Goings serves as the Editor-In-Chief of the Journal of African American Males in Education. Dr. Goings was named a 2017 Emerging Scholar by Diverse: Issues in Higher Education and received the 2016 College Board Professional Fellowship.

Prior to working in higher education, Dr. Goings was a music education and special education teacher in several urban school districts including Baltimore City Public Schools and was a foster care and youth probation counselor/advocate in New Haven, Connecticut. In 2013 he served as a fellow with the White House Initiative on Educational Excellence for African Americans. He earned his Doctor of Education degree in urban educational leadership from Morgan State University, Master of Science in human services from Post University, and Bachelor of Arts in music education from Lynchburg College.

Research Interest

  • Gifted/High-achieving Black Males’ Schooling Experiences PreK-PhD
  • Diversifying the Teacher and School Leader Workforce
  • Equity and Access for Underrepresented Students in Gifted and Talented Programs
  • The Student Experience and Relevance of Historically Black Colleges and Universities 

Selected Awards

  • 2016 College Board Professional Fellowship
  • 2016 2nd Place Dissertation of the Year Award, American Association of Blacks in Higher Education
  • 2015 Asa G. Hilliard III and Barbara A. Sizemore Research Institute on African Americans Fellow, American Educational Research Association

Selected Publications

Books

*Co-authored with current/former graduate student
^Co-authored with practicing teacher or administrator

Book Cover: Graduate Education at HBCUs 

 Graduate Education at Historically Black Colleges and Universities (HBCUs)

Walker, L. J., & Goings, R. B. (2017). Historically Black colleges and universities role  in preparing professional students for the global workforce. In T. F. Boykin, R. T. Palmer, & A. A. Hilton, Professional Education at Historically Black Colleges and Universities: Past Trends and Future Outcomes (pp. 13–27). New York: Routledge. 

Walker, L. J., Brooks, E., & Goings, R. B. (Eds.). (2017). How the Obama Presidency Changed the Political Landscape. Santa Barbara, CA: Praeger.

Trotman Scott, M., Ford, D. Y., Goings, R. B., *Wingfield, T., & Henfield, M. (Eds.). (2017).  R.A.C.E. mentoring through social media: Black and Hispanic scholars share their journey in the academy. Charlotte, NC: Information Age Publishing. Palmer, R. T., Walker, L. J., Goings, R. B. *Gipson, C., *Troy C., & Commodore, F. (Eds.). (2016). Graduate education at historically Black colleges and universities: A student perspective. New York: Routledge Press.

Journal Articles

Goings, R. B., & Sewell, C. P. (2019). Outside connections matter: Reflections on the college 
choice process for gifted Black students from New York City. The High School Journal, 102(3), 189–209.

Bonner, F. A., & Goings, R. B. (2019). Academically gifted Black males: An intersectional focus 
on achievement across the P-12 spectrum. Gifted Child Today, 42(3), 120–121.

Sewell, C. P., & Goings, R. B. (2019). Navigating the gifted bubble: Black adults reflecting on 
their transition experiences in NYC gifted programs. Roeper Review, 41(1), 20–34.

Bristol, T., & Goings, R. B. (2019). Exploring the boundary-heightening experiences of 
Black male teachers: Lessons for teacher education. Journal of Teacher Education, 70(1), 51–64.
 
Goings, R. B., & Ford, D. Y. (2018). Investigating the intersection of poverty and race in gifted 
education journals: A 15-year analysis. Gifted Child Quarterly, 62(1), 25–36.

Goings, R. B. (2018). “Making up for lost time”: The transition experiences of nontraditional 
Black male undergraduates. Adult Learning, 29(4), 158–169.

Goings, R. B., & Shi, Q. (2018). Black male degree attainment: Do expectations and aspirations 
make a difference? Spectrum: A Journal on Black Men, 6(2), 1–20.

Goings, R. B., Bristol, T. J., & Walker, L. J. (2018). Exploring the transition experiences of one 
Black male refugee pre-service teacher at a HBCU. Journal for Multicultural Education, 12(2), 126–143

Young, J., & Goings, R. B. (2018). Overview of the Every Student Succeeds Act and 
introduction to the yearbook. Teachers College Record, 120(13), 1–7. 

*Goings, R. B., Walker, L. J., & Cotingnola-Pickens, H. (2018). School and district leaders’ 
role in diversifying the teacher workforce. Educational Planning, 25(3), 7–17.

Shi, Q., & Goings, R. B. (2018). What do African American 9th graders discuss during individual 
school counseling sessions?: A national study. Professional School Counseling, 21(1), 
1–9.

^Goings, R. B., Alexander, S. N., Davis, J. L., & Walters, N. M. (2018). Using double 
consciousness as an analytic tool to discuss the decision making of Black school leaders in disrupting the school-to-prison pipeline. Taboo: A Journal on Culture and Education, Fall 2018, 29–48.

*Goings, R. B., Davis, J. L., Britto, J., & Green, D. (2017). The influence of mentoring on the 
academic trajectory of a 17-year-old Black male college sophomore from the United Kingdom: A single-case study. Mentoring & Tutoring: Partnership in Learning, 25(3), 346–368.

Goings, R. B. (2017). Traditional and nontraditional high-achieving Black males’ strategies for 
interacting with faculty at a historically Black college and university. The Journal of Men’s Studies, 25(3), 316–335. 

Goings, R. B. (2017). Nontraditional Black male undergraduates: A call to action. Adult 
Learning, 28(3), 121–124. (Online version published in 2015)

Goings, R. B., & Bonner, F. A. (2017). High-achieving Black males in higher education: 
Introduction to the special issue. Journal of African American Males in Education, 8(1), 1–5. (Article accepted prior to becoming journal editor)

Henderson, D. X., Baker, A., Goings, R. B., & Gordon-Littréan, B. (2017). “Make you feel 
needed”: Exploring social connectedness in the experiences of suspended youth in the Boomerang Program, USA. Children & Society, 31(5), 390–402. 

Goings, R. B. (2016). (Re)Defining the narrative: High-achieving nontraditional Black male 
undergraduates at a historically Black college and university. Adult Education Quarterly, 66(3), 237–253.

Goings, R. B. & Bianco, M. (2016). It’s hard to be who you don’t see: An exploration of Black 
male high school students’ perspectives on becoming teachers. The Urban Review, 48, 628–646. 

Goings, R. B. (2016). Supporting high-achieving nontraditional Black male undergraduates: 
Implications for theory, policy, and practice. Urban Education Research and Policy Annuals, 4(1), 9-16.

Goings, R. B. (2016). Investigating the experiences of two high-achieving Black male HBCU 
graduates: An exploratory study. Negro Educational Review, 4, 54–75.

Wright, B. L., Counsell, S. L., Goings, R. B., Freeman, H., & Peat, F. (2016). Creating access 
and opportunity: Preparing African-American male students for STEM trajectories PreK-12. Journal for Multicultural Education, 10(3), 384–404.

Goings, R. B., Mitchell, D., & Hilton, A. A. (2016). Embracing a multicultural perspective in 
science, technology, engineering, and mathematics (STEM) higher education: From talk to action. Journal for Multicultural Education, 10(2), 102–106. 

Goings, R. B. (2015). The lion tells his side of the (counter)story: A Black male educator’s 
autoethnographic account. Journal of African American Males in Education, 6(1), 91–105. 

*Goings, R. B., Smith, A., Harris, D., Wilson, T., & Lancaster, D. (2015). Countering the 
narrative: A layered perspective on supporting Black males in education. Perspectives on Urban Education, 12(1), 54–63. 
 

 

Book Chapters

Davis, J. L., Goings, R. B., & Allen, K. M. (2019). Developing pre-service mathematics teachers to meet the needs of Black male students in teacher education programs. In G.Prime (Ed.), Centering Race in the STEM Education of African-American K-12 Learners. New York: Peter Lang.

Walker, L. J., Goings, R. B., Spencer, D., McDonald-Lowe, S., & Palmer, R. T. (in press). Embracing change: The importance of pluralism at historically Black colleges and universities. In C. Newman, A. A. Hilton, B. Hinnant-Crawford, & S. Platt. (Eds.), Multicultural education in the 21st century: Innovative research and practices. Charlotte, NC: Information Age Publishing. 

Ford, D. Y., Young, J. L., Wright, B. L., & Goings, R. B. (2019). Honoring differences: Improving the representation of culturally different gifted students based on equity. In D. Sisk, B. Wallace, & J. Senior (Eds.), SAGE handbook on gifted education (pp. 59–69). Thousand Oaks, CA: Sage Publications.

Walker, L. J., & Goings, R. B. (2018). Challenging cultural norms at HBCUs: How perceptions impact LGBTQ students’ experiences. In C. Davis, A. A. Hilton, & D. Outten (Eds.), Underserved populations at historically Black colleges and universities: The pathway to diversity, equity, and inclusion (pp. 147–160). Bingley, United Kingdom: Emerald Publishing.

Goings, R. B., & Walker, L. J. (2017). Nurturing the scholar identity of Black males: Disrupting the myth of Black male inferiority. In F. D. Beachum, & F. E. Obiakor (Eds.), Improving educational outcomes of vulnerable children: Starting from the bottom (pp. 101–116). Svedala, Sweden: Oakleaf Books. 

Walker, L. J., & Goings, R. B. (2017). Historically Black colleges and universities role in preparing professional students for the global workforce. In T. F. Boykin, R. T. Palmer, & A. A. Hilton, Professional Education at Historically Black Colleges and Universities: Past Trends and Future Outcomes (pp. 13–27). New York: Routledge. 

Walker, L. J., & Goings, R. B. (2017). A dream deferred: How trauma impacts the academic achievement of African American youth. In N. Finigan-Carr (Ed.), Linking health and education for African American students’ success (pp. 3-12). New York: Routledge Press.

*Hollis, T., & Goings, R. B. (2017). Keeping the dream through the CARE model: Examining strategies to bridge the gaps in education among urban youth. In W. T. Pink, & G. W. Noblit (Eds.), International Handbook of Urban Education (2nd ed.) (pp. 888-905). The Netherlands: Springer. 

Ford, D. Y., Whiting, G. W., & Goings, R. B., Robinson, S. A. (2017). Culturally different students in special education: Issues, theories, and recommendations to address overrepresentation. In M. T. Hughes, & E. Talbott (Eds.), Handbook of research on diversity in special education (pp. 131–148). Boston: John Wiley. 

Ford, D. Y., Whiting, G.W., & Goings, R. B., ^Alexander. S. N. (2017). Too much, too little, but never too late: Countering the extremes in gifted and special education for Black and Hispanic students. In K. Fasching-Varner, L. L. Martin, R. W. Mitchell, K. Bennett-Haron, & A. Daneshzadeh (Eds.), Understanding, Dismantling, and Disrupting the prison-to- school pipeline (pp. 21–42). New York: Lexington Press.
 
Goings, R. B. (2016). The transformation from student to scholar through RACE mentoring. In M. Trotman Scott, D.Y. Ford, R. B. Goings, T. Wingfield, & M. Henfield (Eds.). Race mentoring through social media: Black and Hispanic scholars share their journey in the academy (pp. 3–11). Charlotte, NC: Information Age Publishing.

Ford, D. Y., Whiting, G. W., & Goings, R. B. (2016). Biracial and multiracial gifted students: Looking for a grain of rice in a box of sand. In J.L. Davis, & J. L. Moore, III (Eds.), Gifted children of color around the world: Diverse needs, exemplary practices, and direction for the future (pp. 121–135). United Kingdom: Bingley. 

*Palmer, R. T., Walker, L. J., Goings, R. B., Gipson, C., Troy C., & Commodore, F. (2016). Contextualizing graduate education at historically Black colleges and universities. In R. T. Palmer, L. J. Walker, R. B. Goings, C. Gipson, C. Troy, & F. Commodore (Eds). Graduate Education at historically Black colleges and universities: A student perspective (pp. 1–14). New York: Routledge Press. 

Palmer, R.T., Maramba, D. C., Ozuna, T., & Goings, R. B. (2015). From matriculation to engagement on campus: Delineating the experiences of Latino/a students at a public HBCU: Implications for practice and future research. In R.T. Palmer, R. Shorette, & M. Gasman (Eds.), Exploring diversity at historically Black colleges and universities: Implications for policy and practice (pp. 67–78). New Directions for Higher Education. San Francisco: Jossey-Bass.