Date of Award
6-19-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Second Advisor
Mitchell Henke
Committee Members
Frederick Pinkney
Abstract
The underrepresentation of African American males in the K–12 teaching workforce remains a critical issue with implications for educational equity, student outcomes, and workforce diversity. Despite ongoing efforts to diversify the profession, African American males continue to be disproportionately absent from classrooms, particularly in rural settings, limiting opportunities for culturally affirming instruction and mentorship. This study explored the barriers that preclude African American males from pursuing and persisting in careers in K–12 education within a rural Louisiana school district. Guided by Critical Race Theory, this qualitative revelatory single case study centered the lived experiences of African American males to examine how personal, institutional, and societal factors shape career decisions and professional persistence. Using a case study design with embedded units of analysis, data were collected through semi-structured interviews with 14 participants, including both certified Black male educators and classified instructional staff. Separate semi-structured interview protocols were developed for each group to ensure alignment with their respective roles, responsibilities, and lived experiences within the educational system. All interviews were audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke’s six-phase thematic analysis process. Findings revealed that African American males are not absent from education due to lack of interest or ability, but rather due to systemic barriers embedded within certification processes, institutional practices, economic constraints, and societal perceptions of race and gender. Participants consistently described teaching as a calling grounded in purpose, representation, and service, while also navigating limited mentorship, role expectations, and structural barriers. These findings were consistent across both certified and classified participants, highlighting overlooked pathways into the profession. The study concludes that addressing the underrepresentation of African American males in education requires more than recruitment initiatives. Meaningful change will require sustained investment in mentorship, financial supports, inclusive pipeline models, and institutional accountability. Future research should examine these issues across educational contexts and over time, with particular attention to classified staff as potential educators.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
French, Marco Darnell, "Exploring The Barriers That Preclude Black Males from Pursuing Careers in Education" (2026). Student Theses and Dissertations. 1178.
https://arch.astate.edu/all-etd/1178
