Small In Number, Large In Impact: The Recruitment And Retention Of Middle School African American Male Stem Teachers

Author

Cris L. Garner II, Prairie View A&M University

Date of Award

8-2022

Document Type

Dissertation - Campus Access Only

Degree Name

Doctor of Philosophy (PhD)

Degree Discipline

Education Leadership

Abstract

Watson and Smitherman (1996) emphasized the important role African American male teachers can play in schools, particularly in those with African American male students. They argued that these teachers serve as positive role models and provide culturally relevant support. Gay (2020) highlighted that the lack of African American male teachers exacerbates the challenges faced by African American male students.This underrepresentation can lead to feelings of isolation and a lack of engagement. Furthermore, it may contribute to lower academic achievement and fewer opportunities for success among African American male students.

The study sought to determine (1) the perception of the need for African American male teachers in K-12 STEM Education, (2) the perception of African American teachers regarding their personal STEM education based on their decision to enter the teaching profession, (3) their perception of the value and accomplishments as African American male teachers in K-12 STEM classrooms, and (4) their perception of the impact that African American male STEM educators on African American STEM male students.

This study examined the underrepresentation of African American male STEM educators in middle schools. This research study utilized a qualitative design. The conceptual frameworks leading the study were African American Male Theory and Critical Race Theory. The results of this study revealed African American male teachers and preservice teachers’ perspective of their impact as STEM educators not only regarding the field of education but also regarding the STEM disciplines, as it is theorized that positive interaction in STEM areas in middle schools could lead to more African American males to pursue careers in STEM fields. The belief is that the results of this study may reveal the deficit of African American male teachers, specifically in STEM education. Findings from this study may also aid in the recruitment, retention, and incentivization of African American male STEM teachers in K-12 school systems and teacher preparation programs, both traditional and alternative routes.

Keywords: phenomenology, African American Male STEM teachers, Critical Race Theory, African American Male Theory, underrepresentation in STEM education, African American male middle school teachers

Committee Chair/Advisor

Stella Smith

Committee Member

Douglas Butler

Committee Member

Jarrell Moore

Committee Member

William Parker

Publisher

Prairie View A&M University

Rights

© 2021 Prairie View A & M University

Date of Digitization

11/13/2024

Contributing Institution

John B Coleman Library

City of Publication

Prairie View

MIME Type

Application/PDF

Recommended Citation

II, C. L. (2022). Small In Number, Large In Impact: The Recruitment And Retention Of Middle School African American Male Stem Teachers. Retrieved from https://digitalcommons.pvamu.edu/pvamu-dissertations/93