Cultivating the Next Generation: Qualitative Study Exploring the Influence of African American Male Teachers on the Career Aspirations of African American Male Students in K-12 Education

Date of Award

Summer 2024

Document Type

Dissertation

Degree Name

Doctor of Education in Organizational Leadership (EdD)

Committee Chair

Eric Parker

Committee Member

Charles Fenner

Committee Member

Donis Toler

Abstract

The underrepresentation of African American male teachers in K-12 education significantly impacts educational equity and student success, especially in urban areas where these students often lack relatable role models. Historically, African American males were a significant presence in teaching, but their numbers have drastically declined since the Brown v. Board of Education decision. This shortage limits cultural representation and mentorship opportunities essential for the academic and personal development of African American male students. This qualitative phenomenological study, conducted within the Columbus City Schools system, explores the motivations of African American male teachers and their impact on students. Using Social Learning Theory and Social Identity Theory, the research involved in-depth interviews revealing key themes such as the influence of positive role models, the critical need for cultural representation, and the desire to mentor and advocate for young African American males. The study highlights the importance of targeted recruitment, supportive environments, and professional development programs to attract and retain these educators. Increasing the presence of African American male teachers enhances student engagement, achievement and fosters a more inclusive and equitable educational environment.

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