{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124337"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124337","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Same, but different; different, yet same: an exploratory qualitative study of how K-12 educational experiences of Black males can inform teacher professional development","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_has_math":false,"creators":["McCarty, Marcus A."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Ward Hood, Denice","Pak, Yoon","Moton, Theopolies","Span, Christopher"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:00Z","subjects":["Culturally Relevant","Critical Race Theory","Education","Professional Development","Black Males"],"languages":["en","eng"],"rights":["Copyright 2024 Marcus McCarty"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124337","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ward Hood, Denice","Pak, Yoon","Moton, Theopolies","Span, Christopher"]},{"key":"dc:creator","label":"Author","values":["McCarty, Marcus A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-22"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Culturally Relevant","Critical Race Theory","Education","Professional Development","Black Males"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Marcus McCarty"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124337"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Marcus McCarty, accepted the attached license on 2024-04-19 at 01:18.","The student, Marcus McCarty, submitted this Dissertation for approval on 2024-04-19 at 01:39.","This Dissertation was approved for publication on 2024-04-22 at 11:18.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20492 on 2024-09-16 at 00:35:28","The purpose of this research was to understand better how Black males are impacted by racism during their K-12 experiences and how that impact has played a part in their adulthood. Drawing from research that examines Black males in the education system, this study used the methodology of interviews and focus groups to examine Black males and their journey through the K-12 educational system in various regions across the United States. In Phase 1, research participants were asked to reflect on their K-12 journey regarding their understanding of Blackness, student and teacher interactions, and discipline. In Phase 2, participants were asked to reflect on how their K-12 experience impacts their adult interactions and perspectives related to the workplace environment, manager interactions, coworker interactions, and their comfortability expressing and embracing their Blackness as an adult in the workplace. Research participants went through individual interviews and participated in focus groups to further uncover potential instances in which another participant may have triggered a memory throughout their own experience. Findings indicate that Black male students in K-12 and the workplace have different experiences than their white counterparts. However, the Black males in this study had similar experiences to each other despite growing up in different regions and having varying school and workplace contexts. This finding highlights that racism, and the impact of racism are embedded within the school system and the impacts aren’t eradicated post K-12 completion."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Same, but different; different, yet same: an exploratory qualitative study of how K-12 educational experiences of Black males can inform teacher professional development"]}]}],"canonical_facts":{"dc:contributor":["Ward Hood, Denice","Pak, Yoon","Moton, Theopolies","Span, Christopher"],"dc:creator":["McCarty, Marcus A."],"dc:date":["2024-05","2024-04-22"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Marcus McCarty, accepted the attached license on 2024-04-19 at 01:18.","The student, Marcus McCarty, submitted this Dissertation for approval on 2024-04-19 at 01:39.","This Dissertation was approved for publication on 2024-04-22 at 11:18.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20492 on 2024-09-16 at 00:35:28","The purpose of this research was to understand better how Black males are impacted by racism during their K-12 experiences and how that impact has played a part in their adulthood. Drawing from research that examines Black males in the education system, this study used the methodology of interviews and focus groups to examine Black males and their journey through the K-12 educational system in various regions across the United States. In Phase 1, research participants were asked to reflect on their K-12 journey regarding their understanding of Blackness, student and teacher interactions, and discipline. In Phase 2, participants were asked to reflect on how their K-12 experience impacts their adult interactions and perspectives related to the workplace environment, manager interactions, coworker interactions, and their comfortability expressing and embracing their Blackness as an adult in the workplace. Research participants went through individual interviews and participated in focus groups to further uncover potential instances in which another participant may have triggered a memory throughout their own experience. Findings indicate that Black male students in K-12 and the workplace have different experiences than their white counterparts. However, the Black males in this study had similar experiences to each other despite growing up in different regions and having varying school and workplace contexts. This finding highlights that racism, and the impact of racism are embedded within the school system and the impacts aren’t eradicated post K-12 completion."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124337"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Marcus McCarty"],"dc:subject":["Culturally Relevant","Critical Race Theory","Education","Professional Development","Black Males"],"dc:title":["Same, but different; different, yet same: an exploratory qualitative study of how K-12 educational experiences of Black males can inform teacher professional development"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}