A Phenomenological Study: African-American Males in the Educational Profession

Autor/in	Williams, Kristopher
Titel	A Phenomenological Study: African-American Males in the Educational Profession
Quelle	(2012), (248 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-7358-4
Schlagwörter	Hochschulschrift; Dissertation; Incentives; Administrators; Males; Community Support; Phenomenology; Disproportionate Representation; Teacher Retirement; African Americans; Teacher Attitudes; Elementary School Teachers; Teacher Salaries; Interviews; Teaching Experience; Middle School Teachers; Secondary School Teachers; Educational Trends; Teacher Promotion; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Anreiz; Male; Männliches Geschlecht; Phenomenological psychology; Phänomenologie; Psychologie; Afroamerikaner; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerbesoldung; Lehrervergütung; Interviewing; Interviewtechnik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Bildungsentwicklung
Abstract	This phenomenological research study explored the perceptions and lived experiences of African-American male teachers related to the underrepresentation of African-American males in the teaching profession. The study was guided by four research questions. The data was collected from 15 African-American male teachers at the elementary school level, middle school level, high school level, administrator level, and retired level from a school system in southeast Georgia. Data collection occurred through teacher/retired teacher interviews and administrator interviews. The findings of the study showed the reasons for African-American males being underrepresented in the teaching profession is due to (a) low starting salary, (b) lack of eligible candidates, (c) perceived dishonor of the profession, and (d) the lack of positive promotion of the profession. Through the findings, the research study was able to identify four emergent themes aimed at reversing the trend of African-American males being underrepresented in the teaching profession. The factors are: (a) provide monetary/financial incentives, (b) provide positive exposure to the profession, (c) promote the profession in a positive light, and (d) increase community support. The participants expressed a desire for the educational world to fully embrace African-American male teachers and utilize their unique skills and abilities to have a positive impact on the lives of students, especially African-American males. The research study was not without limitations and further research on the topic was recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10