Dissertation
Factors that Affect the Decision of African American Male Teachers to Stay in K-12 Urban Public Education
Public Deposited- Abstract
- The purpose of this qualitative exploratory case study was to explore African American male teachers’ factors why they remained in K-12 urban public education in Northern New Jersey. African American male teachers are absent in K-12 public education, comprising only two percent of the all-teacher population, according to the data reported by United States Department of Education (2020). African American males leave the profession at a rate greater than any other ethnic group (Hollinside, 2017). The absence of African-American males has a great impact on the achievement of African American African American students. Pairing them together produces positive outcomes. There are some African American males who remained in K-12 urban public- school education, and there is not enough information of their experiences that made them stay. The researcher of this study through a qualitative method used 12 semi- structured interviews to collect data that helped answer the research question. Analyzing the experiences that contributed to African American teachers making the decision to stay by their years of service, K-12 urban public education can provide information for the recruitment and retention not only for African American male teachers, but all teachers from other groups. The three emergent themes included cultural belonging, motivation, and duty to serve factors that impacted African American male teachers to remain in K- 12 public education. Closing the gap of these areas of diversity, teacher shortage, and the underrepresentation of African American male and male teachers of color is tantamount.
- Last modified
- 10/11/2024
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