{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1322"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1322","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Common Experiences African American Males Have En Route to Becoming Elementary Teachers","abstract":"Male teachers are significantly under-represented in K-5 classrooms in relation to their presence in the general population; and, though male teachers in general are underrepresented, the disparity between the presence of Caucasian and African American males is even greater (Lewis, 2006). The under-representation of African American males as elementary teachers occurs because of barriers (Barnard, et al., 2000). By having a greater knowledge of the barriers black men face when entering elementary education universities and school districts can work to counter these barriers. The researcher conducted 10 one-on-one interviews with African American male elementary teachers from school districts located within the metropolitan area of Atlanta, Georgia. The purpose of these interviews was to gain insight concerning the common Experiences African American males have en route to becoming elementary teachers. The interviews were audio taped and then transcribed. These transcripts were coded to identify recurring patterns and broader themes. The researcher identified sources of support, sources of barriers, and methods of recruitment. In order of greatest frequency of occurrence to least the sources of support included the following: (1) knowledge of need/potential to impact students; lives, (2) positive educational experience, (3) intrinsic traits, and (4) family. In order of greatest frequency of occurrence to least the sources of barriers included the following: (1) negative educational experience, (2) feminization of elementary education, (3) job prestige, and (4) compensation. In order of greatest frequency of occurrence to least the methods of recruitment perceived by the participants as most influential included the following: (1) advertisement of need/potential to impact students' lives, (2) early exposure to teaching (tied), (2) advertisement of benefits (tied), and (3) better compensation.","abstract_html":"Male teachers are significantly under-represented in K-5 classrooms in relation to their presence in the general population; and, though male teachers in general are underrepresented, the disparity between the presence of Caucasian and African American males is even greater (Lewis, 2006). The under-representation of African American males as elementary teachers occurs because of barriers (Barnard, et al., 2000). By having a greater knowledge of the barriers black men face when entering elementary education universities and school districts can work to counter these barriers. The researcher conducted 10 one-on-one interviews with African American male elementary teachers from school districts located within the metropolitan area of Atlanta, Georgia. The purpose of these interviews was to gain insight concerning the common Experiences African American males have en route to becoming elementary teachers. The interviews were audio taped and then transcribed. These transcripts were coded to identify recurring patterns and broader themes. The researcher identified sources of support, sources of barriers, and methods of recruitment. In order of greatest frequency of occurrence to least the sources of support included the following: (1) knowledge of need/potential to impact students; lives, (2) positive educational experience, (3) intrinsic traits, and (4) family. In order of greatest frequency of occurrence to least the sources of barriers included the following: (1) negative educational experience, (2) feminization of elementary education, (3) job prestige, and (4) compensation. In order of greatest frequency of occurrence to least the methods of recruitment perceived by the participants as most influential included the following: (1) advertisement of need/potential to impact students' lives, (2) early exposure to teaching (tied), (2) advertisement of benefits (tied), and (3) better compensation.","abstract_has_math":false,"creators":["Johnson, Cleveland"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Teri Melton","Georj Lewis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-01T07:00:00Z","date_published":"2010-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","African American male elementary teachers","Male teachers","Minority teachers","Teacher experiences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/322","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Teri Melton","Georj Lewis"]},{"key":"dc:creator","label":"Author","values":["Johnson, Cleveland"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","African American male elementary teachers","Male teachers","Minority teachers","Teacher experiences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/322"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Male teachers are significantly under-represented in K-5 classrooms in relation to their presence in the general population; and, though male teachers in general are underrepresented, the disparity between the presence of Caucasian and African American males is even greater (Lewis, 2006). The under-representation of African American males as elementary teachers occurs because of barriers (Barnard, et al., 2000). By having a greater knowledge of the barriers black men face when entering elementary education universities and school districts can work to counter these barriers. The researcher conducted 10 one-on-one interviews with African American male elementary teachers from school districts located within the metropolitan area of Atlanta, Georgia. The purpose of these interviews was to gain insight concerning the common Experiences African American males have en route to becoming elementary teachers. The interviews were audio taped and then transcribed. These transcripts were coded to identify recurring patterns and broader themes. The researcher identified sources of support, sources of barriers, and methods of recruitment. In order of greatest frequency of occurrence to least the sources of support included the following: (1) knowledge of need/potential to impact students; lives, (2) positive educational experience, (3) intrinsic traits, and (4) family. In order of greatest frequency of occurrence to least the sources of barriers included the following: (1) negative educational experience, (2) feminization of elementary education, (3) job prestige, and (4) compensation. In order of greatest frequency of occurrence to least the methods of recruitment perceived by the participants as most influential included the following: (1) advertisement of need/potential to impact students' lives, (2) early exposure to teaching (tied), (2) advertisement of benefits (tied), and (3) better compensation."]},{"key":"dc:title","label":"Title","values":["Common Experiences African American Males Have En Route to Becoming Elementary Teachers"]}]}],"canonical_facts":{"dc:contributor":["Teri Melton","Georj Lewis"],"dc:creator":["Johnson, Cleveland"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["Male teachers are significantly under-represented in K-5 classrooms in relation to their presence in the general population; and, though male teachers in general are underrepresented, the disparity between the presence of Caucasian and African American males is even greater (Lewis, 2006). The under-representation of African American males as elementary teachers occurs because of barriers (Barnard, et al., 2000). By having a greater knowledge of the barriers black men face when entering elementary education universities and school districts can work to counter these barriers. The researcher conducted 10 one-on-one interviews with African American male elementary teachers from school districts located within the metropolitan area of Atlanta, Georgia. The purpose of these interviews was to gain insight concerning the common Experiences African American males have en route to becoming elementary teachers. The interviews were audio taped and then transcribed. These transcripts were coded to identify recurring patterns and broader themes. The researcher identified sources of support, sources of barriers, and methods of recruitment. In order of greatest frequency of occurrence to least the sources of support included the following: (1) knowledge of need/potential to impact students; lives, (2) positive educational experience, (3) intrinsic traits, and (4) family. In order of greatest frequency of occurrence to least the sources of barriers included the following: (1) negative educational experience, (2) feminization of elementary education, (3) job prestige, and (4) compensation. In order of greatest frequency of occurrence to least the methods of recruitment perceived by the participants as most influential included the following: (1) advertisement of need/potential to impact students' lives, (2) early exposure to teaching (tied), (2) advertisement of benefits (tied), and (3) better compensation."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/322"],"dc:subject":["ETD","African American male elementary teachers","Male teachers","Minority teachers","Teacher experiences"],"dc:title":["Common Experiences African American Males Have En Route to Becoming Elementary Teachers"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}