{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/17652"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/17652","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Between Staying and Leaving: an Exploratory Analysis of Institutional Determinants Affecting Black Male Educator Retention","abstract":"Black Male Educators comprise 1.2% of the public educator workforce nationwide, with disproportionate attrition rates of 25-35% compared to the national attrition rate of 8.4%. Grounded in Critical Race Theory and intersectionality frameworks, this exploratory quantitative study analyzed data from the National Center for Educational Statistics 2021-2022 Teacher Follow-Up Survey documenting institutional climate patterns generating hypotheses for future confirmatory research. Using descriptive statistics, this study examined a nationally representative sample of 4,800 educators, including a subsample of 96-100 Black male educators. The investigation progressed through three interrelated research questions documenting institutional climate characteristics examining differences between retention groups and identifying patterns warranting future investigation. Exploratory analysis revealed colleagues sharing beliefs about the school's central mission demonstrated the largest observed difference between Black male educators planning to remain versus those considering departure (d = 0.38), followed by administrative support (d = 0.31) and material resource availability (d = 0.28). Support for teaching students with special needs showed a moderate pattern (d = 0.22). Staff cooperation showed no observable difference between groups, while differences in salary satisfaction proved negligible (d = 0.15) despite low ratings. These patterns generated specific hypotheses for future testing, substantially exceeding available data. This study provides the documentation of institutional climate patterns among Black male educators, transparently acknowledging the sample size limitations that preclude inferential statistics. The exploratory patterns documented establish methodological foundations and concrete sample size requirements for future hypothesis-testing research addressing the persistent crisis of Black male educators' underrepresentation in American schools.","abstract_html":"Black Male Educators comprise 1.2% of the public educator workforce nationwide, with disproportionate attrition rates of 25-35% compared to the national attrition rate of 8.4%. Grounded in Critical Race Theory and intersectionality frameworks, this exploratory quantitative study analyzed data from the National Center for Educational Statistics 2021-2022 Teacher Follow-Up Survey documenting institutional climate patterns generating hypotheses for future confirmatory research. Using descriptive statistics, this study examined a nationally representative sample of 4,800 educators, including a subsample of 96-100 Black male educators. The investigation progressed through three interrelated research questions documenting institutional climate characteristics examining differences between retention groups and identifying patterns warranting future investigation. Exploratory analysis revealed colleagues sharing beliefs about the school's central mission demonstrated the largest observed difference between Black male educators planning to remain versus those considering departure (d = 0.38), followed by administrative support (d = 0.31) and material resource availability (d = 0.28). Support for teaching students with special needs showed a moderate pattern (d = 0.22). Staff cooperation showed no observable difference between groups, while differences in salary satisfaction proved negligible (d = 0.15) despite low ratings. These patterns generated specific hypotheses for future testing, substantially exceeding available data. This study provides the documentation of institutional climate patterns among Black male educators, transparently acknowledging the sample size limitations that preclude inferential statistics. The exploratory patterns documented establish methodological foundations and concrete sample size requirements for future hypothesis-testing research addressing the persistent crisis of Black male educators' underrepresentation in American schools.","abstract_has_math":false,"creators":["Porter, Claude David"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Johnson, Kerri","Melchoir, Shelly","Michael, Elizabeth"],"advisors":["McDaniel, Sara C."],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:27Z","subjects":["Black","Climate","CRT","Intersectionality","Male","Retention"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1207945"],"render_values":[{"text":"1207945","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/17652","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnson, Kerri","Melchoir, Shelly","Michael, Elizabeth"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["McDaniel, Sara C."]},{"key":"dc:creator","label":"Author","values":["Porter, Claude David"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-02-09T22:56:36Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-02-09T22:56:36Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Black","Climate","CRT","Intersectionality","Male","Retention"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1207945"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/17652"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["Black Male Educators comprise 1.2% of the public educator workforce nationwide, with disproportionate attrition rates of 25-35% compared to the national attrition rate of 8.4%. 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Exploratory analysis revealed colleagues sharing beliefs about the school's central mission demonstrated the largest observed difference between Black male educators planning to remain versus those considering departure (d = 0.38), followed by administrative support (d = 0.31) and material resource availability (d = 0.28). Support for teaching students with special needs showed a moderate pattern (d = 0.22). Staff cooperation showed no observable difference between groups, while differences in salary satisfaction proved negligible (d = 0.15) despite low ratings. These patterns generated specific hypotheses for future testing, substantially exceeding available data. This study provides the documentation of institutional climate patterns among Black male educators, transparently acknowledging the sample size limitations that preclude inferential statistics. 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Exploratory analysis revealed colleagues sharing beliefs about the school's central mission demonstrated the largest observed difference between Black male educators planning to remain versus those considering departure (d = 0.38), followed by administrative support (d = 0.31) and material resource availability (d = 0.28). Support for teaching students with special needs showed a moderate pattern (d = 0.22). Staff cooperation showed no observable difference between groups, while differences in salary satisfaction proved negligible (d = 0.15) despite low ratings. These patterns generated specific hypotheses for future testing, substantially exceeding available data. This study provides the documentation of institutional climate patterns among Black male educators, transparently acknowledging the sample size limitations that preclude inferential statistics. 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