Date of Award
Doctor of Education (EdD)
Abraham S. Fischler College of Education
Gloria J. Kieley
The experiences students have in schools has a large effect not only on their career choices but also on the way they interact with other members of society in the future. Specifically, the K-12 education system has an objective of ensuring that all students are adequately prepared to become responsible and productive members of society. Unfortunately, research shows that African-American male students and teachers face comparatively high levels of societal challenges compared to their Caucasian counterparts. General demographic trends reveal a serious concern.
While the number of black students entering the education system is increasing, there is a reduction in the number of African-American male teachers. Extant research shows that African-Americans are the least-represented ethnic group in the education system. African-Americans male teachers make up a mere 2% of the teacher population in public schools. Some of the challenges these teachers face include, but are not limited to, racism, lack of mentors, and lack of professional support from school administrations.
Using inputs and frameworks derived from the Critical Race Theory, this paper analyzes the experiences of black male teachers in the K-12 program and their perceived contribution to the education system. The study participants were all selected from their existing communities. Five African-American male teachers were interviewed.
The data collection design made use of an open-ended interview where interviewees were given a chance to express their opinions and explain their experiences. The findings of this research revealed an obvious bias in the treatment of African-American male teachers. In particular, the research finds a shortage of mentors and role models for black students. There is also evidence of lackluster institutional support for African-American male teachers.
Brandon Morgan. 2019. African-American Male Teachers: Examining the Insight, Encounters, and Best Teaching Practices. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. (232)