Word to the Wise | Dr. Jim C. Harper, II

by India Crowe

After completing his doctoral studies in History at Howard University’s Graduate School, Dr. Jim Harper, II has fulfilled many roles including public historian, professor, and Fulbright scholar. A graduate of North Carolina Central University and Howard University’s Graduate School, he has always carried the lessons from his upbringing in Mount Olive, North Carolina as well as the wisdom of his mentors at both HBCUs. 

As an established scholar of African American and African education, Harper works in addressing educational inequity through research and committed service. Currently, he co-leads a study examining obstacles faced by young men who are disconnected from education or employment in North Carolina's Research Triangle region. 

Now, stepping into his new role as North Carolina Central University’s interim Associate Provost and Dean of the School of Graduate Studies, Harper plans to assist students, faculty and administrators achieve their professional and personal goals the same manner his mentors did for him. The Sway sat down with Harper to learn more about his extensive journey in education and what he plans to accomplish in this new position.

The Sway (TS): Can you tell us about your background - where you grew up? academic journey? Any story you can tell us that got you interested in your field when you were younger?

Jim Harper (JH): I was born in Mount Olive, North Carolina, a small agricultural town known as the "Pickle Capital of the World" since 1926. Before that, from 1865 to the early 1920s, it was the "Strawberry Capital of the World." My upbringing was deeply rooted in this environment. My grandfather, a sharecropper, also became a successful businessman, purchasing several parcels of land with his earnings. My father, Jim C. Harper, was a sharecropper until he was 27, he had an 8th-grade education, and he possessed a remarkably logical mind. My mother, Doris Harper, was an orphan raised by her father's elderly sisters. She earned an Associate's degree in bookkeeping and was incredibly strategic. From ages 5 to 15, my summers and weekends were spent working in the fields, picking cucumbers, beans, potatoes, peppers, watermelons, tobacco, and other vegetables. At 15, I got a worker's permit so that I could apply to work at McDonald's which would get me out of the performing agricultural labor.

My path to academia was shaped by early visions and pivotal moments. At age seven, I envisioned joining the United States Marine Corps after seeing a commercial, I knew I had to be able to wear one of those uniforms. Simultaneously, watching "Quincy Adams MD" sparked my interest in becoming a doctor. I thought, "I can become a doctor; I just need to learn the medical language." I remember my father walking past the television, seeing my rapt attention, and remarking, "I could have been a doctor if I had the chance." That statement resonated deeply and often returned to me when I struggled academically. While I didn't become a medical doctor, that aspiration laid a foundation for intellectual pursuit.

In high school, despite being in top-performing classes, I didn't apply myself fully. My senior year, I failed English the first half of the year due to neglecting homework while juggling two jobs: McDonald's and driving an elementary school bus at the age of 16. Upon graduating from high school, I joined the United States Marine Corps (USMC) in 1989, believing college wasn't for me due to past academic struggles.

My time in the USMC was formative. I was meritoriously promoted to Private First Class upon graduating boot camp due to my leadership abilities. I served three and a half of a four-year commitment, receiving an honorable discharge at the rank of Corporal. I would have completed the qualifications to be promoted to the rank of Sergeant had I stayed longer. I was honorably discharged on August 1, 1989, and my first day of class at North Carolina Central University (NCCU) was just 18 days later, on August 19, 1989. I initially enrolled as an English major but found myself reverting to poor academic habits. I skipped classes and prioritized socializing over studying, resulting in a GPA below 2.0. A turning point came during a sophomore year English class. I went to pass out party flyers and was unprepared for class. The professor put a writing prompt on the board. I borrowed supplies and wrote, leaving class after I completed the assignment. A week and a half later, he returned the papers. He held mine, and my classmates pointed it out. He then admonished me for "wasting my talent," expressing profound disappointment for 15 minutes. Despite the public embarrassment, I had received an A on the paper.

Immediately after class, my father called. He had received and opened a letter from the university stating I was failing. He told me if I wasn't going to do the work, I would come home, work at the Mount Olive Pickle Plant and save money for six months after that I had to find a place to live. My father was a man of few words, and he always meant what he said. At that moment, I discarded my party flyers and went home to study. I changed my major to History. I didn't abandon my friends, but I joined the Student Government Association and the Caulbert A. Jones History Club and began associating with top-performing students. Dr. Lydia Lindsey, a Howard University alum, became my academic advisor and created an academic success plan for me that helped me to improved my grades.

As a History major, I connected with other high-achieving students and found lifelong mentors. As graduation approached in April 1994, the Department Chair, Dr. Sylvia M. Jacobs (also a Howard University alum), asked about my post-graduation plans. I told her I didn't know, except that I didn't want to be a police officer. Most people thought it would be a good idea to join law enforcement since I had served in the USMC. On a Friday after my last class that ended at 4:00 pm, Dr. Jacobs called me into her office as I was leaving the campus and told me that I was going to graduate school at NCCU, demanding my completed application be on her desk by Monday morning as soon as I got to campus. I spent the entire weekend completing the application and a book review. I was accepted and chose African History to have her as my thesis advisor.

Graduate school at NCCU was a different level entirely. The faculty, including Dr. Freddie Parker, were serious and no games were played. As a graduate student I was a graduate assistant and I had the opportunity to work on a United States Presidential campaign, selected by one of my history professors who was also an NCCU administrator, Dr. Beverly Washington-Jones. I worked on the campaign for one year. I was over eleven counties in North Carolina. I say this because I was able to meet President Bill Clinton and drive in a motorcade, highlights of my graduate student life. As I matriculated through graduate school and arrived at the thesis writing stage, Dr. Jacobs returned my first 25-page chapter with so many remarks and strikethroughs that I could salvage only one paragraph. She insisted, "I am not writing your thesis for you, you will write this thesis." I didn't quit and eventually met her high standards.

Another pivotal moment came during my written comprehensive examinations. I asked Dr. Jacobs what questions I should expect, as I had taken all her courses and I was required to answer two questions from her. Her only response was "South Africa." I pressed for more details, asking about Bantu Migrations or Apartheid, but she simply repeated, "South Africa." She instructed me to learn the entire history of South Africa and required a minimum of 10 sources (books and articles), including author names, thesis, and context for each source. For 30 days, I studied relentlessly. On the day of the exam, I wrote nonstop from 9:00 am to 3:00 pm, my fingers numb by the end.

Immediately after collecting the exams and returning from her office, Dr. Jacobs called me into another classroom. My mind raced, assuming I had failed. But instead, she informed me that I had been admitted to both Michigan State University and Howard University's doctoral programs. Since Michigan State's scholarship funding had been allocated for that year, I chose to attend Howard University for Fall 1997 semester. This is where I met Dr. Elizabeth Clark Lewis, another Howard University alum. She trained me to be out of the box when thinking about history, especially Public History. Her mentoring allowed me to curate some amazing local public history projects.

At that time Dr. Clark Lewis was the Graduate Program Director and that year she recruited approximately 15 African American men to the doctoral program in history. When we arrived she simply said she believed in us and we had better make her proud. Although one of us passed, we somehow made it through the program. Dr. Clark-Lewis still follows my career and mentors me to this day. Dr. Aziz Batran became my academic advisor and helped me develop my dissertation that eventually became my first book, Western Educated Elites in Kenya, 1900-1963: The African American Factor. Despite having no initial funding, I achieved a 4.0 GPA in my first semester while interning for Congressman Bob Etheridge, which led to full scholarship funding.

Throughout this period, I was a single father. To attend Howard, my parents agreed to care for my son under two conditions: I had to go home every two weeks and cover his daycare and school clothes. So, every two weeks, regardless of workload or traffic, I made the trip. Returning to Washington, D.C., on Sunday evenings, I would stay up all night catching up on work. At Howard, Dr. Charles D. Johnson, now the Chair of the Department of History at NCCU, and I often took 15 to 16 credit hours per semester to advance to the ABD (All But Dissertation) phase. While at Howard University, Dr. Elizabeth Clark Lewis provided opportunities for me to work on selected public history projects. I conducted an oral history of Sister Raparada Clark of the Oblate Sisters of Providence, the Black nuns in Baltimore, Maryland, which was featured in Howard Magazine. Drs. Aziz Batran and Jeane Toungara encouraged me to apply for a fellowship through The Ralph J. Bunche Center for International Programs so that I could go to Africa and conduct research. I went to Kenya and met the first Kenyan to receive a Ph.D. in the United States, Julius Gikonyo Kiano and my dissertation research began. Upon my return from Kenya I then served as the second fellow at the newly named Ralph J. Bunche State Department Library. The faculty at Howard, including Dr. Elizabeth Clark Lewis, Dr. Aziz Batran, Dr. Joseph E. Harris, Dr. Emory Tolbert, Dr. Linda Haywood, Dr. Jeanne Toungara, and Dr. Selwyn Carrington, poured everything they had into me. Their expectation was that everywhere I went that I show that I was trained at Howard University. The faculty and administrators were had the same message. It just so happens that both university’s have the same motto, Truth and Service. After three years at Howard (1997-2000), I was ABD and was applying for fellowship, but I did not receive one.
During the summer of 2000, after failing to secure fellowships, I received a call from Dr. Freddie Parker asking if I wanted to come back to teach at NCCU. Needless to say, I returned to NCCU as a Visiting Lecturer, where I have remained for 25 years. I've served as Department Chair for 12 years, Associate Dean for the School of Graduate Studies for nearly two years, and now as the Interim Associate Provost and Dean of the School of Graduate Studies.

I graduated in 2004, recognized as the top doctoral candidate. When I saw my father, I handed him the degree and said, "We became a doctor, we did it, you provided me with the opportunity you did not have." I was blessed have had parents that supported my professional goals and to be educated by legendary faculty, many of whom were Howard alums, whom I affectionately call "the Howard Sisters," who kept me focused. I always say that there is not an African American historian in my generation and those that have come behind me that have not been taught or mentored by one of the “Howard Sisters.” They are still engaged and active and continuing their legacy.

The experiences that I had at North Carolina Central University and Howard University prepared me to have the capacity to move steadily into my professional career. Nothing was wasted from these experiences. Some of the things that I went through and learned 30 years ago I am just now able to apply. Having them as examples to watch and learn from has made all the difference in the work that I am engaged in now.

I am still unsure if I chose history or if history chose me. What I do know is that I placed myself in an environment where I could excel and serve the next generation of students, just as the faculty at North Carolina Central University and Howard University did for me. They never let me forget "Who I am." I always remember my WHY, to pay it forward and help to train the next generation of historians and leaders, through Truth and Service.

TS; What was about the HBCU grad school experience that drew you this type of institution? Any anecdotal story of something that happened on campus that is a noteworthy memory?

JH: I had family members and siblings that attended North Carolina Central University and Winston Salem State University. My parents brought them to NCCU and I was on the campus during a few homecomings. All of my siblings have two degrees from NCCU. Two of my cousins obtained doctoral degrees so I had examples that I could be successful when I decided to focus. I was able to see the HBCU family network first hand and that concept strengthened when I entered graduate school.

The HBCU graduate school experience drew me in due to the profound sense of community, mentorship, and a shared understanding of the unique challenges and triumphs of African American scholarship. It was an environment where faculty, many of whom were alums themselves, deeply invested in our success and understood the broader context of our academic journeys. They not only taught us but also nurtured us as individuals. As a graduate student I attended conferences and was introduced by the faculty to the scholars that wrote the books and articles we were reading. We watched how they presented and engaged in intellectual discourse. I saw how at times they agreed to disagree on methodological approaches. Those experiences were invaluable.

I keep going back to this moment because there was a time when I did not believe I could graduate from college. One particularly noteworthy memory at Howard University, which perfectly encapsulates this experience, was when Dr. Elizabeth Clark Lewis, then the Graduate Program Director, addressed my cohort of 15 African American men. She told us explicitly that we were selected because she believed in us. This wasn't just an admission; it was an affirmation of our potential and a commitment to our growth. It fostered an immediate sense of belonging and a profound motivation to succeed, knowing we had such dedicated advocates in our corner. This belief translated into actionable support, from connecting us with opportunities like congressional internships to providing relentless academic guidance. She also gave us forty page research papers at the end of the semester with a requirement of no less than 50 sources (primary and secondary). There were no games being played. The relentless pursuit of knowledge was in full display at Howard University. I learned academic discipline and I did not submit any assignments late.

TS: Why did you choose your field of study?

JH: As I stated earlier, I am not sure if I chose history or if history choose me. Nevertheless I changed my major to history because I did not like Shakespear which was a requirement for English majors and the English professor let me know that I had could write well after a transformative experience during my sophomore year at North Carolina Central University.. However, a history course, "Black Experience Since 1865," taught by Professor Alice Jones, profoundly impacted me. She wasn't just teaching facts; she was a master storyteller who could transport you back in time, moving you from merely knowing history to truly understanding it in its proper context. I genuinely enjoyed that class.

My father's call and stern warning after receiving my failing grades prompted a critical self-reflection. I realized I needed a professional field where I could truly engage and excel. The positive experience in Professor Alice Jones's history class, combined with the guidance of Dr. Lydia Lindsey, a Howard University alum and my academic advisor, led me to change my major. As I mentioned earlier, my rigorous preparation for Dr. Sylvia M. Jacobs's comprehensive exam on "South Africa" further solidified my commitment to the discipline, culminating in my admission to Howard University's doctoral program in History. While I often reflect on whether I chose history or if history chose me, it was ultimately the compelling nature of the subject and the transformative mentorship I received that cemented my path.

TS: Did you have any influential mentors or models? Or formative experiences with mentors?

JH: Absolutely, I've been incredibly fortunate to have numerous influential mentors and role models throughout my academic and professional journey. I have mentioned several of them when answering the earlier questions. These individuals, many of whom were Howard University alums, played a pivotal role in shaping who I am today.

At North Carolina Central University, Professor Alice Jones inspired me with her captivating storytelling approach to history. Dr. Lydia Lindsey, a Howard University alum, was instrumental in creating an academic success plan that literally turned my academic career around. She was also instrumental with me understanding the decorum of intellectual discourse. Dr. Sylvia M. Jacobs, another Howard University alum and my Department Chair, profoundly impacted me. Her directness, high expectations, and unwavering belief in my potential, exemplified by her insistence that I apply to graduate school and her rigorous standards for my thesis and comprehensive exams, pushed me to achieve far beyond what I thought possible. She taught me the importance of true scholarly rigor and having a consistent publication schedule. I also learned from the administrative examples of Dr. Beverly Washington Jones, Dr. Freddie Parker, Dr. Percy Murray, and Dr. Carlton Wilson, who were all faculty members who transitioned into leadership roles. There are a multitude of others that are also examples of mentors that have given me sage advice that were not my professors. My relative, Dr. Janice Harper, who served as a Vice Chancellor at NCCU, also provided an important example of leadership.
At Howard University, the faculty truly poured everything into me. 

Dr. Elizabeth Clark Lewis was an initial and crucial mentor, believing in my cohort of African American men from day one. She has been a constant source of inspiration for me. Dr. Aziz Batran served as my academic advisor, offering guidance, support and a netork of connections on the continent of Africa. Other key mentors included Dr. Joseph E. Harris, Dr. Emory Tolbert, Dr. Linda Haywood, Dr. Jeanne Toungara, and Dr. Selwyn Carrington. Dr. Tolbert taught me how to earn an “A” in any graduate course. They collectively provided a challenging yet incredibly supportive environment that fostered deep intellectual growth. I also want to acknowledge the "Howard Sisters," a group of Howard Alums who constantly kept me focused and grounded.

Beyond academia, my time in the United States Marine Corps taught me invaluable leadership skills and the importance of active listening. My leadership roles within Omega Psi Phi Fraternity, especially interacting with its diverse and accomplished members—Grand Basilei, Former Sixth District Representatives (OPPF), CEOs, executives, judges, attorneys, educators—provided immense wisdom and mentorship. Similarly, serving on the Executive Council and as Vice President for Programs and Publications for the Association for the Study of African American Life and History (ASALH), under the leadership of former ASALH President Dr. Evelyn Higginbotham (a Howard Alum), exposed me to diverse perspectives from colleagues nationwide and taught me how to leverage resources through partnerships. Other former National Presidents of ASALH have also served as mentors to me.

These formative experiences with mentors, both within and outside academia, have been the bedrock of my development, teaching me everything from academic discipline and administrative acumen to the importance of leadership, collaboration, and staying true to "Who I am." Several of my mentors have served as sponsors to assist me with leadership training and leadership opportunities.

TS: After graduation, how did you find your place? Did you network? Any advice to folks on navigating a career?

JH: After graduation, finding my place was less about a single "eureka" moment and more about a continuous process of strategic engagement and self-improvement. While I didn't explicitly think of it as "networking" in the modern sense, I consistently engaged with individuals who were doing what I aspired to do.
Upon completing my doctorate in 2004, I had already returned to North Carolina Central University in 2000 as a Visiting Lecturer, a role that served as my initial entry point back into academia. My strategy for navigating my career has always been proactive:

• Continuous Learning and Engagement: When I was a Visiting Lecturer, I made it a point to talk to Assistant Professors to understand their roles and responsibilities. As an Assistant Professor, I engaged with Associate Professors, and so on, until I became a Full Professor. This wasn't just casual conversation; it was a deliberate effort to learn about the next steps and the skills required.
• Seeking Mentorship Beyond My Immediate Role: Once I achieved full professorship, I began engaging with higher education executives and leaders at the corporate level to understand their career paths and how they navigated transitions.
• Self-Improvement During Stalls: A consistent piece of advice I received from successful individuals, regardless of their path, was to work on myself when I felt stalled or stuck in my career. This meant acquiring new skills, deepening my knowledge, or simply reflecting on my goals.
• Building a Network of Sponsors: My mentors often evolved into sponsors. They were individuals who believed in my abilities and were willing to advocate for me in rooms I wasn't even aware existed. This underscores the importance of not just having mentors who advise you, but also sponsors who actively promote you.
• Staying True to Yourself: A powerful piece of advice that echoed through all my interactions was, "Don't forget who you are." This keeps you grounded, humble, and focused on your core values, which is essential for long-term career satisfaction and impact.

My advice for navigating a career is to never stop learning and connecting. Be intentional about who you speak with and what you learn from them. Build your network. When your career is not moving as fast as you would like, invest in your own growth and help others achieve their goals; your time will come, and you will be prepared for it. Build genuine relationships, as these connections can lead to unexpected opportunities and invaluable support. Also be kind to people, you never know how people are connected.

TS: In the academia, what is administration like? Any advice on moving in that direction for anyone currently in a faculty role?

JH: Serving as an administrator in academia is distinctly different from being solely a faculty member. I view Department Chairs and Directors as administrators as well. I have been incredibly fortunate to have had exceptional administrative role models from my undergraduate and graduate days, who were once faculty members themselves. They have served as University Presidents, Provosts, Vice Chancellors, Vice Presidents, Deans, and executives in corporate America. Being able to observe their work and ask them questions about their roles was incredibly motivating and provided a foundational understanding of academic leadership. Be prepared to receive constructive feedback from the mentors that you trust. That feedback will help you grow and polish your leadership.

My primary advice for anyone in a faculty role considering a move into administration is to find mentors in the roles you aspire to enter. These mentors should include both senior faculty or administrators and peers who are at a similar stage in their administrative journey. They can be from any discipline. Senior faculty and administrators can provide invaluable long-term strategic insight, while peers can offer practical, day-to-day wisdom and understanding of current challenges. Both perspectives are crucial for success. I have mentors at multiple universities and in varying industries.

A key principle I have always adhered to, learned from my parents and the faculty and staff at NCCU and Howard, is to always look for ways to add value to the spaces I enter. This proactive approach to contribution is fundamental to demonstrating readiness for faculty and administrative responsibilities. Teaching and administration are about service, problem-solving, and facilitating the success of others, and showcasing your ability to contribute effectively will naturally pave the way for leadership opportunities.

TS: What do you think is the impact of your work for the graduate student population?

JH: My work for the graduate student population is centered on creating a nurturing and empowering environment that directly supports their success and professional development. My core belief is that by fostering such an environment, we can equip them to thrive in an ever-evolving workforce.

• I aim to achieve this impact by collaboratively working with Deans, Department Chairs, and faculty to:
  Improve retention rates: Ensuring students feel supported and engaged throughout their academic journey.
• Enhance graduation rates: Providing the resources and guidance necessary for timely and successful degree completion.
• Cultivate a strong sense of belonging: Creating an inclusive community where every student feels valued and connected.
• Prioritize wellness: Recognizing the importance of mental and physical well-being in academic performance and overall success.

Ultimately, my goal is to ensure that our graduate students are not only academically proficient but also confident, well-rounded individuals prepared to make significant contributions to their fields and communities. The goal is to assist students, faculty and administrators achieve their professional and personal goals the same way my mentors did for me, pay it forward. It is what I owe to the HBCU tradition and legacy.

TS: Have you done any non-academic jobs that perhaps shaped your current role? Were there skills you learned that you needed that were non-academic and how did you acquire those skills?

JH: Absolutely, several non-academic experiences have profoundly shaped my current role, providing me with crucial skills that were not acquired in a classroom. I learned a lot from hands on experience and trial by error. My time in the United States Marine Corps (USMC) was instrumental. It significantly refined the leadership skills I initially learned from my parents. The USMC instilled discipline, a strong work ethic, and, critically, the importance of listening to understand rather than listening to respond. This active listening skill is vital in administration, where you must grasp complex situations and diverse perspectives before formulating effective solutions.

My leadership roles within Omega Psi Phi Fraternity, Inc., first as a Chapter Basileus and later as the Sixth District (North and South Carolina) Keeper of Records and Seal, were incredibly enlightening. Working with the Men of Omega, who included CEOs, corporate executives, judges, attorneys, educators, engineers, scientists, and law enforcement, exposed me to a vast array of leadership styles and professional experiences. Every meeting was an opportunity to learn from their wisdom. The expectation of order and structure in our operations further honed my organizational and logistical skills. I also had the privilege of knowing and interviewing all the living Grand Basilei and former Sixth District Representatives, receiving invaluable professional and personal mentorship.

Furthermore, my service as a member of the Executive Council and as the Vice President for Programs and Publications for the Association for the Study of African American Life and History (ASALH) provided me with a wealth of experience. I gained deep insights into the organization and functioning of membership-based associations. This role taught me how to effectively leverage resources through networks and partnerships, a skill that is directly applicable to my administrative work in higher education, where collaboration and resourcefulness are key. These non-academic roles provided a practical education in leadership, communication, strategic planning, and building effective relationships, all of which are indispensable in my current position.

Service to the profession and the community will keep you humble and connected to sources that can grow your ability to fundraise or empower students who aspire to attend college. It grounds you and gives you more visibility.

TS: What do you hope to do in the long-term future?

JH: In the long-term future, my overarching goal is to continue adding value to every space I have the opportunity to serve within and outside of higher education. I am committed to advancing to the next leadership positions available, always seeking opportunities to broaden my impact.

My vision is to be a catalyst for positive change, helping students, faculty, administrators, and the broader communities we serve to achieve their collaboratively set goals. I want to contribute to making institutions and individuals better and stronger, ensuring that the next generation has a solid foundation upon which to build their contributions. This means fostering environments of growth, innovation, and support that transcend immediate challenges and prepare us for the future.

TS: Any other career advice for others?

JH: My primary career advice for anyone seeking to serve in any capacity is this: when things are not moving at the pace you desire, focus on improving yourself while simultaneously helping others achieve their goals. Your time will come, and when it does, you will be well-prepared to seize the opportunity.

I have found immense value in talking to people who are doing what you aspire to do. This has been a consistent strategy throughout my career. Those relationships provide me with a vision for a path forward. Each time I accomplish a goal I always ask myself, what could I do next and who do I need to know to show me the way. My mentors emphasized the importance of building a network of people who can speak for you in rooms you don't even know exist. These mentors often transition into sponsors, actively advocating for your advancement.
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Finally, they all reminded me of a critical truth: "Don't forget who you are." This advice serves as a powerful anchor, keeping me humble, grounded, and focused on my core purpose, regardless of the heights I reach.