Black male teachers are scarce in the public education system in the United States. The American Association of Colleges for Teacher Education finds that only 2% of the teaching workforce comprises of Black men. Research suggests that Black educators set higher standards for students of color while giving White students cultural competency exposure. It also suggests that Black teachers have higher expectations for Black students, advocate equity, and help students succeed by building trust and support. Few Black male educators have had the opportunity to document their professional experiences. As a result, there is a significant gap in the research, and educators and policymakers do not have access to these individuals' unique perspectives on education and teaching, which may be crucial for recruiting and retaining Black male educators. This phenomenological study is a counter-narrative focused on the lived experiences of 15 Black Male educators who have worked in the Massachusetts k-12 school system for at least ten years. The researcher conducted semi-structured, one-on-one interviews and a focus group. The data revealed that the participants were "inspired to educate" because of a trusted mentor or an impactful experience. In addition, it was abundantly clear that the participants encountered "systemic barriers" and had to confront "societal realities" to develop the survival strategies they used to endure for over a decade in the education field. Finally, by highlighting their relationships with the students and their families, the participants demonstrated that their "commitment to educate" resulted from a moral obligation to serve and a profound belief in the students. Based on these findings, in order to recruit and retain Black male educators in the K- 12 school system it is imperative to create the conditions where Black students feel welcomed, valued and encouraged; and, in an environment where novice Black teachers feel supported, respected and understood. Additionally, school leaders must build communities where differences are celebrated and honored. Most importantly, we need to acknowledge the systemic barriers and develop policies that mandate and support diversity. / 2025-05-16T00:00:00Z
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/46214 |
| Date | 17 May 2023 |
| Creators | Bretous, Sherley E. |
| Contributors | Smith-Mumford, Pipier |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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