Date of Award
5-2024
Document Type
Dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Education (EdD)
Department
Division of Education and Counseling
First Advisor
Timothy Glaude
Second Advisor
Renee Akbar
Third Advisor
Leslie Haas
Keywords
Black male teachers, high school teaching, phenomenological, classroom, lived experiences, motivation
Abstract
This phenomenological study explored the experiences, perceptions, and motivations of Black male high school teachers who have chosen to remain in the high school classrooms. By focusing on factors that drove their commitment to the teaching profession, this study aimed to identify key elements that influenced their longevity in the classroom. The study employed a purposive sampling method and collected data through semi-structures interviews using Zoom, a focus group, and survey results from participants across the southern region of the United States. Six major themes emerged from the individual interviews: (1) impact, (2) representation, (3) relationship building, (4) recruitment, (5) Black male rarity, and (6) supportive administration. Two additional themes: (1) classroom longevity, and (2) strategy implementation, emerged from the focus group session. This in-depth analysis of the lived experiences of Black male teachers provided insight into their commitment, sustainment, and motivation for choosing a lifelong career in teaching.
Recommended Citation
Jackson, Christopher J., "Here to Stay: Why Black Male Teachers Choose to Remain in the Classroom" (2024). Electronic Thesis and Dissertation. 175.
https://digitalcommons.xula.edu/etd/175