Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Division of Education and Counseling

First Advisor

Timothy Glaude

Second Advisor

Renee Akbar

Third Advisor

Leslie Haas


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.



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