Date of Award

Fall 10-13-2022

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Daniel Gutmore, Ph.D.

Committee Member

Christopher Irving, Ed.D.

Committee Member

Wendiann R. Sethi, Ph.D.

Keywords

Black Male Teachers

Abstract

Abstract

The lack of Black male teachers in New Jersey is an ongoing problem. The underrepresentation of Black male teachers in the United States has been recognized as a racial injustice symptom and a cause. The widespread problem of Black male teachers being underrepresented leads to the justification for this study’s need. Often, we are inundated with why Black males choose to forgo a teaching career as a profession. From systemic biases to low income to the trade being viewed as a “woman’s job,” there are qualitative studies on why there seems to be a gravitational pull away from teaching. However, the amount of empirical research about what it means for Black male teachers to stay in the educational field remains relatively small. This qualitative case study aimed to understand better Black male teachers’ experiences concerning their underrepresentation in school districts in New Jersey and what drives them to continue teaching.

The central research question that guided this study is the leading causes of Black males’ decision to stay within the educational field in New Jersey, with additional sub-questions to help guide the study. The participants were 13 Black male teachers recruited through personal email and social media platforms such as Facebook and LinkedIn via purposeful sampling. In addition, participants took part in in-depth structured virtual interviews.

While addressing significant concerns, the current body of work has left vague assumptions about why Black male teachers decided to stay in education, even though the cultural and institutional constructs have been less than advantageous. Grounded in various personal history narratives and informed by gender-based pedagogy and critical race theory, this study reviewed the thoughts of Black male teachers in New Jersey and how they continue to stay engaged with complexities of self-identification, pedagogies based on systemic racism, and authoritative figure expectations. This study aimed to provide unique perspectives for school districts and transformative educational leaders who want to create strategies for attracting, supporting, and retaining more Black male teachers.

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