Ramon B. Goings, Ed.D
Assistant Professor of Educational Leadership
Timonium Graduate Center
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
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.
- 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
- 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
*Co-authored with current/former graduate student
^Co-authored with practicing teacher or administrator
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., 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.
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., 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. Advanced online publication. doi: 10.1177/1060826517693388
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. Advanced online publication. doi: 10.1111/chso.12210
Goings, R. B. (2016). An exploratory study of the experiences of two high-achieving Black
male HBCU graduates. 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. & 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., 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. (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. (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. (2015). Nontraditional Black male undergraduates: A call to action. Adult
Learning. Advance online publication. doi:10.1177/1045159515595045.
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.
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.