{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/14704"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/14704","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Surviving and thriving : a qualitative single case study of Black male teachers’ resilience navigating systemic barriers and sustaining commitment to the teaching profession.","abstract":"Black male teachers remain significantly underrepresented in K–12 public schools across the United States, comprising only 1.3% of the teaching profession (National Teacher & Principal Survey, 2023, para.5). This underrepresentation reflects persistent systemic barriers that impede both the recruitment and retention of Black male teachers (Woodson & Bristol, 2023). As a result, Black male teachers continue to exit the profession at disproportionately high rates (Black & Rice, 2020); yet, those who remain demonstrate a notable sense of purpose, despite the systemic barriers they face. Understanding their lived experiences is essential, as they shape resilience and influence their decision to continue teaching. Therefore, the problem at the heart of this qualitative research study was that too few Black male teachers in K–12 public schools have access to resources and networks that support their resilience and sustained commitment to the teaching profession. In this qualitative, single case study, I highlighted the systemic barriers faced by five Black male teachers and explored how they navigated, developed, and applied resilience to sustain their commitment to the teaching profession. I utilized Mansfield et al.’s (2012) four-dimensional teacher resilience framework to understand participants’ application of resilience across the four dimensions: emotional, professional-related, motivational, and social. In this study, I used three data sources: reflective questionnaires, semi-structured interviews, and journal entries. To enhance the trustworthiness and authenticity of my research, I implemented three key strategies recommended by Creswell and Creswell (2023): providing thick, rich descriptions, conducting member checking, and utilizing data triangulation. The findings of this study highlighted the critical need for targeted interventions across multiple educational contexts to support Black male teachers. By examining participants’ lived experiences, the research revealed that both internal and external factors significantly shaped Black male teachers’ sustainability within the teaching profession. These insights suggest that Black male teachers, leaders of university-based teacher preparation programs (TTPs), and school and district leaders must address both systemic barriers and individual factors when designing strategies to recruit, retain, and support Black male teachers, thereby promoting more equitable and sustainable educational environments.","abstract_html":"Black male teachers remain significantly underrepresented in K–12 public schools across the United States, comprising only 1.3% of the teaching profession (National Teacher & Principal Survey, 2023, para.5). This underrepresentation reflects persistent systemic barriers that impede both the recruitment and retention of Black male teachers (Woodson & Bristol, 2023). As a result, Black male teachers continue to exit the profession at disproportionately high rates (Black & Rice, 2020); yet, those who remain demonstrate a notable sense of purpose, despite the systemic barriers they face. Understanding their lived experiences is essential, as they shape resilience and influence their decision to continue teaching. Therefore, the problem at the heart of this qualitative research study was that too few Black male teachers in K–12 public schools have access to resources and networks that support their resilience and sustained commitment to the teaching profession. In this qualitative, single case study, I highlighted the systemic barriers faced by five Black male teachers and explored how they navigated, developed, and applied resilience to sustain their commitment to the teaching profession. I utilized Mansfield et al.’s (2012) four-dimensional teacher resilience framework to understand participants’ application of resilience across the four dimensions: emotional, professional-related, motivational, and social. In this study, I used three data sources: reflective questionnaires, semi-structured interviews, and journal entries. To enhance the trustworthiness and authenticity of my research, I implemented three key strategies recommended by Creswell and Creswell (2023): providing thick, rich descriptions, conducting member checking, and utilizing data triangulation. The findings of this study highlighted the critical need for targeted interventions across multiple educational contexts to support Black male teachers. By examining participants’ lived experiences, the research revealed that both internal and external factors significantly shaped Black male teachers’ sustainability within the teaching profession. These insights suggest that Black male teachers, leaders of university-based teacher preparation programs (TTPs), and school and district leaders must address both systemic barriers and individual factors when designing strategies to recruit, retain, and support Black male teachers, thereby promoting more equitable and sustainable educational environments.","abstract_has_math":false,"creators":["Meggett, Emmanuel J., 1995-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Sanguras, Laila Y., 1977-"],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-05","date_published":"2026-05","updated_at":"2026-07-24T01:08:13Z","subjects":["Black male teachers.","Teacher resilience.","Black male students.","K–12 public education.","Systemic barriers."],"languages":["en"],"rights":["Baylor University works are protected by copyright. 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They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/2104/14704"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Black male teachers remain significantly underrepresented in K–12 public schools across the United States, comprising only 1.3% of the teaching profession (National Teacher & Principal Survey, 2023, para.5). This underrepresentation reflects persistent systemic barriers that impede both the recruitment and retention of Black male teachers (Woodson & Bristol, 2023). As a result, Black male teachers continue to exit the profession at disproportionately high rates (Black & Rice, 2020); yet, those who remain demonstrate a notable sense of purpose, despite the systemic barriers they face. Understanding their lived experiences is essential, as they shape resilience and influence their decision to continue teaching. Therefore, the problem at the heart of this qualitative research study was that too few Black male teachers in K–12 public schools have access to resources and networks that support their resilience and sustained commitment to the teaching profession. In this qualitative, single case study, I highlighted the systemic barriers faced by five Black male teachers and explored how they navigated, developed, and applied resilience to sustain their commitment to the teaching profession. I utilized Mansfield et al.’s (2012) four-dimensional teacher resilience framework to understand participants’ application of resilience across the four dimensions: emotional, professional-related, motivational, and social. In this study, I used three data sources: reflective questionnaires, semi-structured interviews, and journal entries. To enhance the trustworthiness and authenticity of my research, I implemented three key strategies recommended by Creswell and Creswell (2023): providing thick, rich descriptions, conducting member checking, and utilizing data triangulation. The findings of this study highlighted the critical need for targeted interventions across multiple educational contexts to support Black male teachers. By examining participants’ lived experiences, the research revealed that both internal and external factors significantly shaped Black male teachers’ sustainability within the teaching profession. These insights suggest that Black male teachers, leaders of university-based teacher preparation programs (TTPs), and school and district leaders must address both systemic barriers and individual factors when designing strategies to recruit, retain, and support Black male teachers, thereby promoting more equitable and sustainable educational environments."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Surviving and thriving : a qualitative single case study of Black male teachers’ resilience navigating systemic barriers and sustaining commitment to the teaching profession."]}]}],"canonical_facts":{"dc:contributor.advisor":["Sanguras, Laila Y., 1977-"],"dc:creator":["Meggett, Emmanuel J., 1995-"],"dc:date.accessioned":["2026-04-21T17:15:33Z"],"dc:date.issued":["2026-05"],"dc:description.abstract":["Black male teachers remain significantly underrepresented in K–12 public schools across the United States, comprising only 1.3% of the teaching profession (National Teacher & Principal Survey, 2023, para.5). This underrepresentation reflects persistent systemic barriers that impede both the recruitment and retention of Black male teachers (Woodson & Bristol, 2023). As a result, Black male teachers continue to exit the profession at disproportionately high rates (Black & Rice, 2020); yet, those who remain demonstrate a notable sense of purpose, despite the systemic barriers they face. Understanding their lived experiences is essential, as they shape resilience and influence their decision to continue teaching. Therefore, the problem at the heart of this qualitative research study was that too few Black male teachers in K–12 public schools have access to resources and networks that support their resilience and sustained commitment to the teaching profession. In this qualitative, single case study, I highlighted the systemic barriers faced by five Black male teachers and explored how they navigated, developed, and applied resilience to sustain their commitment to the teaching profession. I utilized Mansfield et al.’s (2012) four-dimensional teacher resilience framework to understand participants’ application of resilience across the four dimensions: emotional, professional-related, motivational, and social. In this study, I used three data sources: reflective questionnaires, semi-structured interviews, and journal entries. To enhance the trustworthiness and authenticity of my research, I implemented three key strategies recommended by Creswell and Creswell (2023): providing thick, rich descriptions, conducting member checking, and utilizing data triangulation. The findings of this study highlighted the critical need for targeted interventions across multiple educational contexts to support Black male teachers. By examining participants’ lived experiences, the research revealed that both internal and external factors significantly shaped Black male teachers’ sustainability within the teaching profession. These insights suggest that Black male teachers, leaders of university-based teacher preparation programs (TTPs), and school and district leaders must address both systemic barriers and individual factors when designing strategies to recruit, retain, and support Black male teachers, thereby promoting more equitable and sustainable educational environments."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/14704"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission."],"dc:subject":["Black male teachers.","Teacher resilience.","Black male students.","K–12 public education.","Systemic barriers."],"dc:title":["Surviving and thriving : a qualitative single case study of Black male teachers’ resilience navigating systemic barriers and sustaining commitment to the teaching profession."],"dc:type":["Thesis"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["Baylor University."]},"updated_at":"2026-07-24T01:08:13Z"}