Date of Award
6-19-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Committee Members
Heidi Fernandez; Lashanda Jordan
Abstract
The persistent underrepresentation of African American male educators in K–12 schools remains a significant concern in the field of education, particularly given the growing diversity of the student population. Despite increasing attention to teacher diversity, African American males continue to represent a small percentage of the teaching workforce. This disparity raises important questions about how representation influences the educational experiences of African American students. The purpose of this qualitative phenomenological study was to explore the perceptions of African American male teachers and administrators regarding the impact of the underrepresentation of African American male educators on African American students’ classroom experiences. Critical Race Theory served as the theoretical framework for the study, providing a lens through which to examine how systemic inequities and institutional structures shape educational experiences and workforce representation. Data were collected through semi-structured interviews with African American male educators working in high school settings within one school district in Mississippi. Participants were selected using purposive sampling to ensure that individuals had direct experience working with African American students and could provide meaningful insight into the phenomenon under investigation. Interview data were analyzed using thematic analysis guided by phenomenological principles to identify patterns and shared meanings across participants’ narratives. Five major themes emerged from the analysis: representation and role modeling, trust and relational connection, cultural familiarity, added expectations and role strain, and a sense of professional purpose. Participants described how the presence of African American male educators contributed to stronger relationships with students, increased cultural understanding, and positive identity development among African American students. At the same time, participants reported experiencing additional professional responsibilities related to mentoring, discipline, and cultural mediation within their schools. These findings suggest that while representation can positively influence student experiences, African American male educators often carry disproportionate relational and cultural responsibilities within school environments. The findings of this study highlight the importance of developing intentional recruitment, support, and retention strategies to increase the representation of African American male educators. Implications for practice include the need for culturally responsive professional development for all educators, mentorship networks for African American male teachers, and policy initiatives that support workforce diversity within education. By amplifying the perspectives of African American male educators, this study contributes to the broader conversation on teacher diversity. It provides insight into how representation influences both educators’ experiences and students’ outcomes in K–12 classrooms.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
George, Carenzo, "The Impact of Underrepresentation of Male African American Teachers on African American Students’ (K-12) Classroom Learning" (2026). Student Theses and Dissertations. 1191.
https://arch.astate.edu/all-etd/1191
