How Workplace and Societal Conditions Impact Black Male Teachers in Urban School Settings / Curtis A Palmore.

Format:

Book

Thesis/Dissertation

Author/Creator:

Palmore, Curtis A., author.

Contributor:

University of Pennsylvania. Educational Leadership, degree granting institution.

Language:

English

Subjects (All):

Educational leadership.

Black studies.

Educational sociology.

Educational Leadership--Penn dissertations.

Penn dissertations--Educational Leadership.

Local Subjects:

Educational leadership.

Black studies.

Educational sociology.

Educational Leadership--Penn dissertations.

Penn dissertations--Educational Leadership.

Physical Description:

1 online resource (146 pages)

Distribution:

Ann Arbor : ProQuest Dissertations & Theses, 2022

Contained In:

Dissertations Abstracts International 84-11A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2022.

Language Note:

English

Summary:

Recent empirical data have shown the benefits of having Black male teachers in the teaching force, particularly when working with students of color in urban and under-resourced communities (Bristol & Shirrell, 2018; Woodson & Pabon, 2016; Young & Young, 2020). However, the teaching force in America is predominantly staffed by White female educators, and there has been limited growth in the number of Black male educators over the last 30 years (Lewis & Toldson, 2013), increasing by 0.5% in this timeframe to 1.5% of America's teaching force in public schools (NCES, 2018). Scholarly research on Black male teachers has expanded over the last 30 years. However, few studies provide insight into the lived professional experiences that explain the workplace conditions that impact retention of Black male educators, clearly identify why Black male educators leave the field, or how they are developed professionally (Bristol, 2015). In fact, scholars in their research often describe Black male educators as one-dimensional professionals, without delving into the multifaceted intersectionality that may impact workplace conditions for Black male educators (Bristol, 2018, Bristol 2015, Brockenbrough, 2018, Brown, 2011). Gender identification, ethnicity, and positionality are among the noted aspects of Black male intersectionality that lack in-depth research and related findings for the field and practitioners (Woodson & Bristol, 2020).This study will focus on the following research questions: How do the numbers of Black male teachers in a school shape what Black male teachers see and do? How do those numbers shape their identities and pedagogical practices? This study used a qualitative method of phenomenology (Byrne, 2001) to identify workplace structures for Black male teachers in an urban school context. Multiple themes arose based on data collection, coding and analysis. The findings from this study are geared to support practitioners in the field who aim to address workplace conditions and retention with Black male teachers.

Notes:

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Advisors: Brockenbrough, Edward; Committee members: Bristol, Travis; Jordan, William.

Department: Educational Leadership.

Ed.D. University of Pennsylvania 2022.

Local Notes:

School code: 0175

ISBN:

9798379567583

Access Restriction:

Restricted for use by site license.