Common Experiences African American Males Have En Route to Becoming Elementary Teachers

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.

Name thesis:degree_name

Doctor of Education in Education Administration (Ed.D.)

Level thesis:degree_level

Dissertation (open access)

Discipline thesis:degree_discipline

Department of Leadership, Technology, and Human Development

Year dc:date.available

2010

Author dc:creator

• Johnson, Cleveland

Contributors dc:contributor

• Teri Melton
• Georj Lewis

• ETD
• African American male elementary teachers
• Male teachers
• Minority teachers
• Teacher experiences

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/322

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-1322