{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:836"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:836","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Black male teachers matter: Retention and belonging in K-12 classrooms","abstract":"McFerren II, Clarence There is minimal empirical evidence that addresses what to do to support, develop, and retain Black male teachers once recruited and hired into urban school districts. More specifically, this study explored the attributes of lived experiences that keep Black male teachers in K-12 classrooms in Memphis-Shelby County Schools in Tennessee with five or more academic years of service. I used a narrative qualitative research methodology by distributing an electronic demographic form to invite subjects to participate in the study, gain consent, and ensure they met eligibility guidelines. Additionally, I conducted individual semi-structured interviews and collected electronic visual artifacts for triangulation to understand these stories comprehensively. This design was the best method to answer the posed research question for investigation through a thematic deductive analysis of the collected data to interpret meanings. What attributes to the retention rate of Black male teachers in K-12 classrooms, and how do they describe a sense of belonging? Using Strayhorn's (2015) elements of a sense of belonging as the theoretical lens derived from higher education and social sciences, I delved into how Black men describe a sense of belonging as a K-12 classroom teacher. This project offered insight into how a sense of belonging continues for Black men from a college student's viewpoint to a professional educator's mindset. As a result, the data revealed how to support, develop, and retain Black male teachers once recruited and hired into K-12 classrooms.","abstract_html":"McFerren II, Clarence There is minimal empirical evidence that addresses what to do to support, develop, and retain Black male teachers once recruited and hired into urban school districts. More specifically, this study explored the attributes of lived experiences that keep Black male teachers in K-12 classrooms in Memphis-Shelby County Schools in Tennessee with five or more academic years of service. I used a narrative qualitative research methodology by distributing an electronic demographic form to invite subjects to participate in the study, gain consent, and ensure they met eligibility guidelines. Additionally, I conducted individual semi-structured interviews and collected electronic visual artifacts for triangulation to understand these stories comprehensively. This design was the best method to answer the posed research question for investigation through a thematic deductive analysis of the collected data to interpret meanings. What attributes to the retention rate of Black male teachers in K-12 classrooms, and how do they describe a sense of belonging? Using Strayhorn's (2015) elements of a sense of belonging as the theoretical lens derived from higher education and social sciences, I delved into how Black men describe a sense of belonging as a K-12 classroom teacher. This project offered insight into how a sense of belonging continues for Black men from a college student's viewpoint to a professional educator's mindset. As a result, the data revealed how to support, develop, and retain Black male teachers once recruited and hired into K-12 classrooms.","abstract_has_math":false,"creators":["McFerren II, Clarence"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-27T18:44:40Z","subjects":["Teachers, Black","Education, Urban -- Tennessee -- Memphis","Teacher turnover","Belonging","Black male teachers","Isolation","K-12","Marginalization","Retention","Shelby County Schools","Urban school district"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/836","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["McFerren II, Clarence"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teachers, Black","Education, Urban -- Tennessee -- Memphis","Teacher turnover","Belonging","Black male teachers","Isolation","K-12","Marginalization","Retention","Shelby County Schools","Urban school district"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/836"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["McFerren II, Clarence There is minimal empirical evidence that addresses what to do to support, develop, and retain Black male teachers once recruited and hired into urban school districts. More specifically, this study explored the attributes of lived experiences that keep Black male teachers in K-12 classrooms in Memphis-Shelby County Schools in Tennessee with five or more academic years of service. I used a narrative qualitative research methodology by distributing an electronic demographic form to invite subjects to participate in the study, gain consent, and ensure they met eligibility guidelines. Additionally, I conducted individual semi-structured interviews and collected electronic visual artifacts for triangulation to understand these stories comprehensively. This design was the best method to answer the posed research question for investigation through a thematic deductive analysis of the collected data to interpret meanings. What attributes to the retention rate of Black male teachers in K-12 classrooms, and how do they describe a sense of belonging? Using Strayhorn's (2015) elements of a sense of belonging as the theoretical lens derived from higher education and social sciences, I delved into how Black men describe a sense of belonging as a K-12 classroom teacher. This project offered insight into how a sense of belonging continues for Black men from a college student's viewpoint to a professional educator's mindset. As a result, the data revealed how to support, develop, and retain Black male teachers once recruited and hired into K-12 classrooms."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Black male teachers matter: Retention and belonging in K-12 classrooms"]}]}],"canonical_facts":{"dc:creator":["McFerren II, Clarence"],"dc:date":["2023"],"dc:description":["McFerren II, Clarence There is minimal empirical evidence that addresses what to do to support, develop, and retain Black male teachers once recruited and hired into urban school districts. More specifically, this study explored the attributes of lived experiences that keep Black male teachers in K-12 classrooms in Memphis-Shelby County Schools in Tennessee with five or more academic years of service. I used a narrative qualitative research methodology by distributing an electronic demographic form to invite subjects to participate in the study, gain consent, and ensure they met eligibility guidelines. Additionally, I conducted individual semi-structured interviews and collected electronic visual artifacts for triangulation to understand these stories comprehensively. This design was the best method to answer the posed research question for investigation through a thematic deductive analysis of the collected data to interpret meanings. What attributes to the retention rate of Black male teachers in K-12 classrooms, and how do they describe a sense of belonging? Using Strayhorn's (2015) elements of a sense of belonging as the theoretical lens derived from higher education and social sciences, I delved into how Black men describe a sense of belonging as a K-12 classroom teacher. This project offered insight into how a sense of belonging continues for Black men from a college student's viewpoint to a professional educator's mindset. As a result, the data revealed how to support, develop, and retain Black male teachers once recruited and hired into K-12 classrooms."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/836"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Teachers, Black","Education, Urban -- Tennessee -- Memphis","Teacher turnover","Belonging","Black male teachers","Isolation","K-12","Marginalization","Retention","Shelby County Schools","Urban school district"],"dc:title":["Black male teachers matter: Retention and belonging in K-12 classrooms"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:40Z"}