Analyzing Black Male Disinterest in Teaching as a Profession

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dc.contributor.advisorWhite, Cameron S.
dc.contributor.committeeMemberHutchison, Laveria F.
dc.contributor.committeeMemberMountain, Mignonette
dc.contributor.committeeMemberConyers, James L.
dc.creatorThompson, Kevin B.
dc.creator.orcid0000-0001-6580-4825
dc.date.accessioned2019-09-18T02:53:58Z
dc.date.available2019-09-18T02:53:58Z
dc.date.createdAugust 2017
dc.date.issued2017-08
dc.date.submittedAugust 2017
dc.date.updated2019-09-18T02:53:59Z
dc.description.abstractBackground: The American teacher workforce has maintained homogeneity while the classroom has become increasingly diverse. One reason for the homogeneity is the educational system’s ineffective attempts at educating Black boys, and subsequently, recruiting and retaining Black male teachers. Academia’s over-utilization of deficit frameworks within investigations of this phenomenon have managed to portray the overall Black male educational experience as negative. Purpose: Giving Black males the opportunity to articulate their disinterest in teaching is the primary goal of this study. By examining the effect of educational experience upon the Black male narrative, the researcher can substantiate current claims of academia or report counternarrative(s) to predetermined explanations used by academia to explain the shortage of Black male teachers. Methods: A survey of thirty (30) Black men between the ages of 18 and 30 was conducted. Results were tabulated and used to develop an interview protocol for a subsequent focus group. After data analysis, three follow-up interviews were conducted to authenticate themes discovered within the data analysis. The narratives of those interviewed were used to either validate or counter findings. Results: Results show that Black male teachers are vital to students inside and outside of the classroom. While many shared similar stories, the Black male educational experience is comprehensive in nature, contrary to popular narratives. While salary was identified as a reason for their disinterest, negative educational experiences along with negative perceptions of current policies and pedagogical approaches were considered to be as important to their decision making as potential salary.
dc.description.departmentCurriculum and Instruction, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657/4827
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectBlack males
dc.subjectBlack men
dc.subjectCounternarrative
dc.subjectDisinterest in teaching
dc.titleAnalyzing Black Male Disinterest in Teaching as a Profession
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentCurriculum and Instruction, Department of
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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