EdD, University of Cincinnati, 2006, Education : Urban Educational Leadership

The purpose of this study is to gain insight in order to better understand the reasons contributing to the underrepresentation of African American male educators as perceived by African American male educators via their personal narratives. This qualitative study examines the perspectives of African American male educators' perceptions toward the underrepresentation of African American male K-12 public school educators. Semi-structured, one-on-one interviews with eight African American male educators who are currently or were formerly K-12 public school educators were conducted to capture their voice and allow them to share their understandings and experiences regarding the representation of African American males throughout the field of K-12 public education. This study identified three major themes as a result of the interviews with the participants: 1) Reasons contributing to the lack of African American male educators 2) Perspectives that describe the potential benefits of an increased representation of African American male educators and 3) Effective methods to increase the representation of African American male educators. Findings from the study suggests that having African American male educators would help debunk the stereotypes associated with African American males in both public education and society, that African American males are choosing careers other then education, that African American males are having trouble graduating from high school, and that teacher recruitment does not focus on African American educators. Findings from the study also indicate that the increased representation of competent, caring, and committed African American male educators will have a tremendously positive impact not only the academic success of students, but also positively impact their perceptions of themselves and how they are perceived within society. Implications from the findings of the study are presented as strategies that may increase the representation of Afric (open full item for complete abstract)

Committee: Dr. Mark Gooden (Advisor) Subjects: Education, Secondary

Doctor of Education , University of Dayton, 2023, Educational Administration

The research is clear about the fact that African American students are more successful academically and socially when they have at least one Black teacher. So too is the research about the positive impact Black male teachers (BMTs) have on boys of color. What has remained a mystery to many is why there are not more BMTs. This study asks current BMTs in Dayton Public Schools (DPS), a predominantly African American school district, why they became teachers and why they believe other Black men do not. Their experiences and opinions were captured and used to craft a plan of action to recruit and retain more BMTs to DPS. Some of the common suppositions about why more Black men do not go into teaching were not supported by the DPS interviewees. For example, while higher pay was mentioned as an inducement to attract more BMTs, more emphasis was based on Black families' commitment to 4-year degrees, access to educational opportunities, and the support, or lack thereof, Black men receive when they go into teaching. Just as interestingly, the stakeholders, all of whom are Black men thriving in various social service or educational capacities in Dayton, stated that their educational experiences as a young student not only played a major role in guiding their career paths, but they all assigned increased value to Black educators they encountered in their youth.

Committee: James Olive (Committee Chair) Subjects: African Americans; Education; Teaching

Doctor of Philosophy, The Ohio State University, 2023, EDU Teaching and Learning

This dissertation is a conglomerate of three distinct, yet related, studies each exploring the question: How do the gendered experiences of a man elementary school teacher as well as portrayals of fictional men teachers in middle-grade novels contribute to the conceptualization of the gendered identities and masculinities of men who teach in the predominantly female environment of an elementary school? The first study is a content analysis of 85 middle-grade school stories using gender theory to analyze the gendered identities of 357 fictional teachers across the text set. In this analysis, I found that 40.34% of these 357 fictional teachers were constructed as men, with no transgender or nonbinary teachers in the text set. Over 90% of the teachers were constructed as White, and when they had an identified sexuality, they were most likely to be heterosexual, with only four teachers constructed as homosexual. Men teachers were most likely to be portrayed teaching P.E. or after-school classes. The teaching roles they were most likely to be shown performing included the delivery of content, the disciplining of students, and the daily management of the classroom. They were more likely than women teachers to be portrayed as fun and to give their students life advice. The second study in the dissertation is another content analysis with a much smaller text set, this time comprised of 10 middle-grade books. In this second analysis, I employ masculinity theory to examine various patterns of masculinity in the portrayals of 10 fictional teachers, each constructed as a man. In this analysis, I found that most of the fictional men teachers were constructed as successfully navigating between hegemonic and subordinate masculinities. At the same time, half of the teachers also operate to an extent within marginalized masculinities, two as gay men, two as Latinx men, and one as a Black man. These portrayals promote some gendered stereotypes of men teachers, specifically portra (open full item for complete abstract)

Committee: Linda Parsons (Advisor); Petros Panaou (Committee Member); Lisa Pinkerton (Committee Member); Jonda McNair (Committee Member) Subjects: Education; Gender; Gender Studies; Literature

Doctor of Philosophy in Urban Education, Cleveland State University, 2016, College of Education and Human Services

Men teachers are not present in early childhood classrooms for many reasons, despite recruitment efforts. Many men who do choose to follow this feminized career path find themselves positioned as tokens and often quickly leave for administration. Informed by a three-dimensional narrative inquiry approach this research utilized identity and masculinities paradigms to investigate the experiences of veteran men teaching young children. A series of four interviews was used to explore and describe the individual professional life history of participants. The narratives of Frank, Jerry, and George provide a deeper understanding of how men negotiate identity and construct masculinities over time in early childhood education. Findings suggest a critical mass of men teachers can lead to their acceptance in early childhood education while augmenting the male privilege they receive. Themes emerging from the study offer paths for improving the recruitment and retention of men in early childhood education and continuing the discussion of gender and power in the workplace.

Committee: Dinah Volk Ph.D. (Committee Chair); Anne Galletta Ph.D. (Committee Member); Brian Harper Ph.D. (Committee Member); Karl Wheatley Ph.D. (Committee Member); Megan Hatch Ph.D. (Committee Member) Subjects: Early Childhood Education; Gender; Sociology

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

The underrepresentation of African American male teachers in K-12 education significantly impacts educational equity and student success, especially in urban areas where these students often lack relatable role models. Historically, African American males were a significant presence in teaching, but their numbers have drastically declined since the Brown v. Board of Education decision. This shortage limits cultural representation and mentorship opportunities essential for the academic and personal development of African American male students. This qualitative phenomenological study, conducted within the Columbus City Schools system, explores the motivations of African American male teachers and their impact on students. Using Social Learning Theory and Social Identity Theory, the research involved in-depth interviews revealing key themes such as the influence of positive role models, the critical need for cultural representation, and the desire to mentor and advocate for young African American males. The study highlights the importance of targeted recruitment, supportive environments, and professional development programs to attract and retain these educators. Increasing the presence of African American male teachers enhances student engagement, achievement and fosters a more inclusive and equitable educational environment.

Committee: Eric Parker (Committee Chair); Donis Toler (Committee Member); Charles Fenner (Committee Member) Subjects: Education; Educational Leadership; Educational Theory

Doctor of Philosophy, Miami University, 2023, Educational Leadership

Tupac Shakur wrote in his song Changes, “learn to see me as a brother instead of two distant strangers.” This qualitative study was motivated by this call to action. Drawing on Miller and Bryan's (2020) notion of otherbrothers, this study uses autoethnography as a qualitative method to interrogate the structural/personal motivators, enablers, and constraints behind the ways otherbrothering has manifested in my own life, while identifying and filling a void for qualitative research on this notion of otherbrothering. What has been and what is now the nature of my otherbrothering experiences from preschool through Ph.D.? This question emerges at the intersection of several key areas of literature that point at the discourse around how Black men and boys navigate an anti-Black world, within and beyond schooling. Furthermore, I share my story alongside the academic literature about Black men and boys, shifting the focus from the pervasive deficit literature to share stories of advancing through the educational pipeline and the conditions that warrant otherbrothering. Writing my personal narrative validates my story as well as the stories of others, making “witnessing” possible by providing an opportunity for others to observe and offer testimonies that can heal/cope with or change the conditions of an anti-Black world (Baszile, 2008; Denzin, 2004; Ellis, Adams, & Bochner, 2011); it is our healing that should define us, not our trauma. It is my belief that Black men and boys can achieve at the same rate as their peers. It is change we must make if we are truly interested in transforming our schools and meeting the needs of all of our scholars, especially those who have and continue to be disenfranchised within them. Educators must create safe and trusting environments that are respectful of students' culture, and be the change that we want to see, in hopes that we start to see one another just like bruddas.

Committee: Denise Taliaferro Baszile (Advisor); Brian Schultz (Committee Member); Joel Malin (Committee Member); Thomas Poetter (Committee Member) Subjects: Education

Doctor of Education (Educational Leadership), Youngstown State University, 2017, Department of Teacher Education and Leadership Studies

There is a shortage of male elementary school teachers in the United States. Men who choose careers as elementary school teachers must be confident and ignore social barriers that keep other men from considering the profession. The current investigation seeks to understand the viewpoints of men who teach elementary school, a career predominated by women. This study addresses what influenced their career decision, what might deter males from teaching, what might be done about the shortage, and how might male teachers benefit children. This was the first known investigation on the topic using Q methodology. Data analysis extracted three distinct viewpoints: The Fixers acknowledged that men are expected to perform tasks in addition to teaching duties (such as being a handyman), the Mentees had an elementary school teacher who influenced their career decision, and the Aspirants aspired to teach from a young age. Results indicated that men have a strong desire to share their skills and passions, and they believed that men can make a difference. Serving as a male role model for children was important, but they did not want to be considered a surrogate father for fatherless children. Male participants disagree that gender predetermines a career, and they are not concerned that others might not see them as real men because they teach children. However, men must take precautions when working with children due to public scrutiny. Recruitment efforts are not known to participants. Many men make their career choice to teach elementary school later than most women. This study provides a review of existing literature, details the results of data analysis, responds to research questions, discusses implications and limitations, and makes recommendations for further research.

Committee: Karen Larwin PhD (Advisor); Charles Howell PhD (Committee Member); Kenneth Miller PhD (Committee Member); Sharon Stringer PhD (Committee Member) Subjects: Education; Educational Leadership; Elementary Education