Examining the 2%: A Narrative Inquiry of Black Male Educators’ Socialization Experiences in P-12 Classrooms
Format Type
Plenary
Format Type
Paper
Start Date
12-1-2021 4:20 PM
End Date
12-1-2021 4:40 PM
Abstract
This study examines the experiences of Black male educators and their socialization processes in K-12 school settings. Research indicates there is a paucity of Black male educators in P-12 classrooms, with less than 2% of the total teacher population represented by this demographic. The purpose of this qualitative, narrative inquiry is to examine the experiences of thirty-two Black male educators in P-12 schools to determine common factors within their socialization experiences. The objective of this study is to explore commonalities within those experiences that may shed new light on ways to diversify P-12 education with new talent and retain current talent in P-12 schools. This IRB-approved, qualitative, narrative inquiry study used semi-structured interviews to capture the socialization experiences of thirty-two K-12 Black male educators across the nation. We chose narrative inquiry as the approach for this study because of its ability to examine historical perspectives of how Black male educators came to understand themselves as educators and their perspectives on how they were socialized to understand their roles in relation to others.
The purpose of this qualitative research study was to examine the socialization process and experiences of Black male educators in P-12 school classrooms across the nation. This research seeks to specifically explore the early experiences of learning the organization, understanding their role as a Black male educator, and relationship-building with colleagues and leadership. As there is limited research specifically examining the socialization process of Black male educators, the results of this study should be of interest to education leaders and advocates in strategies to better diversify P-12 classrooms across the nation, specifically in the areas of recruiting and retaining Black male teachers.
Keywords
Diversification, K-12, Black male educators
Examining the 2%: A Narrative Inquiry of Black Male Educators’ Socialization Experiences in P-12 Classrooms
This study examines the experiences of Black male educators and their socialization processes in K-12 school settings. Research indicates there is a paucity of Black male educators in P-12 classrooms, with less than 2% of the total teacher population represented by this demographic. The purpose of this qualitative, narrative inquiry is to examine the experiences of thirty-two Black male educators in P-12 schools to determine common factors within their socialization experiences. The objective of this study is to explore commonalities within those experiences that may shed new light on ways to diversify P-12 education with new talent and retain current talent in P-12 schools. This IRB-approved, qualitative, narrative inquiry study used semi-structured interviews to capture the socialization experiences of thirty-two K-12 Black male educators across the nation. We chose narrative inquiry as the approach for this study because of its ability to examine historical perspectives of how Black male educators came to understand themselves as educators and their perspectives on how they were socialized to understand their roles in relation to others.
The purpose of this qualitative research study was to examine the socialization process and experiences of Black male educators in P-12 school classrooms across the nation. This research seeks to specifically explore the early experiences of learning the organization, understanding their role as a Black male educator, and relationship-building with colleagues and leadership. As there is limited research specifically examining the socialization process of Black male educators, the results of this study should be of interest to education leaders and advocates in strategies to better diversify P-12 classrooms across the nation, specifically in the areas of recruiting and retaining Black male teachers.