Western Michigan University ScholarWorks at WMU Dissertations Graduate College 1-2011 African American Male Teachers in K-12 Education: A Limited Quantity Kelley A. Peatross Western Michigan University, kelleypeatross@gmail.com Follow this and additional works at: https://scholarworks.edu/dissertations Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, and the Secondary Education and Teaching Commons Recommended Citation Peatross, Kelley A., "African American Male Teachers in K-12 Education: A Limited Quantity" (2011).edu/dissertations/447 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact wmu-scholarworks@wmich.
AFRICAN AMERICAN MALE TEACHERS IN K-12 EDUCATION: A LIMITED QUANTITY by Kelley A. Peatross A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Department of Educational Leadership, Research and Technology Advisor: Walter Burt, Ph. Western Michigan University Kalamazoo, Michigan April 2011 AFRICAN AMERICAN MALE TEACHERS IN K-12 EDUCATION: A LIMITED QUANTITY Kelley A. Western Michigan University, 2011 This study examined the underrepresentation of African American (A/A) male teachers in three Midwestern school districts.
The study sought to determine: (1) the perception of A/A teachers concerning their K-12 teaching experiences when disaggregated by the number of years of teaching, (2) their perception of why they went into teaching when disaggregated by the number of years of teaching, (3) their perception of the need for A/A male teachers, and (4) their perception of value and accomplishments as A/A male teachers in the classroom. This study utilized a qualitative phenomenological design and was based upon Maslow’s (1970) hierarchy of needs and Herzberg, Mausner, and Snyderman’s (1959) motivation-hygiene theory. The conceptual framework was supported through the research literature of Moran, Woolfolk, and Hoy (2001), Kimbrough and Salomone (1993), Leong (1995), and Milner and Howard (2004), which focuses on the “motivational factors” leading to A/A males selecting teaching as a career. Utilizing a qualitative interview design, individual interviews, along with a focus group session, 14 participants were identified, with 7 participants agreeing to participate in this study.
The researcher utilized the NVivo 8 program to categorize the data and identify recurring themes as well as to assist in analyzing, shaping, and managing the data generated from this research study. Findings in this study revealed that all participants agreed, regardless of their years of teaching, that there were not enough A/A males in K-12 education, that there was value in having A/A males as K-12 teachers, that they enjoyed sharing their experiences with their students, and that the level of pay served as a deterrent to A/A males going into the teaching field. This study adds to the current body of literature by exposing additional motivational factors that influence A/A males to select teacher education as a career. Findings in this study may prove to be invaluable to teacher education programs and educational leaders as they redesign, promote, and seek ways to sustain A/A males in the teaching profession.
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Peatross 2011 ACKNOWLEDGMENTS I would like to thank several people that have sacrificed many things and offered a committed level of patience, love and understanding over the past five years while I have been on this educational journey. First, much credit and thanks is given to my husband, Loomis, for his love, overwhelming support and patience—I know it wasn’t always easy, so I thank you for standing by me. To my beautiful daughters Jennifer and Jessica, thank you providing unconditional love and understanding as my studies took time away from each of you. To my parents, James, Sr.
and Ruth Keyton for their unending love, support, and belief of knowing I can do anything! I was blessed to have a doctoral committee led by my advisor, Dr. Walter Burt, along with Drs. Gillum and Poppink, and would like to thank them for their patience, assistance, positive influence and constant encouragement during a most challenging time in my life. The help of all of these individuals was critical, and without it, this study could not have been completed.
Lastly, I would be remiss if I did not thank God for his continuous strength during my journey, for Isaiah 40:31 (NIV) states, “but those who hope in the Lord will renew their strength. They will soar on the wings like eagles; they will run and not grow weary, they will walk and not be faint.” God has truly blessed and renewed my strength! He has provided me with a positive attitude and the desire to continue to dream. Peatross ii TABLE OF CONTENTS ACKNOWLEDGMENTS. ii LIST OF TABLES.
1 Background of the Study. 3 Statement of the Problem. 6 Preliminary Conceptual Framework. 7 Purpose of the Study.
10 Significance of the Study. 14 Limitations and Delimitation. REVIEW OF RELATED LITERATURE. 18 Independent and Historically Black Institutions.
The Board of Education. 26 Higher Education Act. 29 iii Table of Contents—Continued CHAPTER Absence of African American Male Teachers. 34 Values and Accomplishments.
35 Significance of African American Male Teachers. 37 Role Model and Influence. 38 College/University Involvement. 40 Recruitment and Retention.
42 Motivational Factors Influencing African American Teachers. 44 Extrinsic and Intrinsic. 44 Summary of Literature Review. 57 Purpose and Background Information.
60 Informed Consent Process. 66 iv Table of Contents—Continued CHAPTER Location of Data Collection. 67 Validation of Data. 67 Duration of Study/Dissemination of Findings.
68 Risks and Costs to and Protections for Subjects. 71 Benefits of Research. 71 Confidentiality of Data. 74 Summary of Methodology.
80 Participant Characteristics and Profiles. 82 Addressing the Exploratory Questions. 84 Findings Applied to Research Questions. 96 v Table of Contents—Continued CHAPTER Findings Applied to Focus Group Questions.
97 Focus Group Question 1. 99 Focus Group Question 2. 100 Focus Group Question 3. 100 Focus Group Question 4.
101 Focus Group Question 5. 102 Summary of Results. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. 105 Summary of Findings.
105 Limitations of the Study. 118 Recommendations for Further Research. Preliminary Conceptual Framework. Modified Conceptual Framework.
Initial E-mail Participation Letter. Initial Interview Protocol. 146 vi Table of Contents—Continued APPENDICES F. Focus Group E-mail Participation Letter.
Focus Group Consent Document. Focus Group Interview Protocol. Human Subjects Institutional Review Board Letter of Approval. 159 vii LIST OF TABLES 1.
Participant School Level, Years of Experience, and Content Area Taught. Participants’ Beliefs About Underrepresented A/A Male Teachers. Participants’ Lived Experiences and the Influence(s) on Selecting Teaching as a Career. Perception of A/A Male Teacher K-12 Teaching Experiences.
Perception of Need of A/A Male Teachers in K-12 Education. Perception of Value as an A/A Male Teacher. 96 viii CHAPTER I INTRODUCTION The K-12 public education system has the task of preparing all students to become productive citizens and members of a global society. Tragically, many students will not achieve this goal, and an overwhelming majority of those who do not will be members of an ethnic or racial minority group (Gay, 2000).
One factor influencing students’ lack of achievement is school districts not being able to provide minority students with minority teachers to help them attain necessary knowledge and skills. It is believed that African American (A/A) male teachers can serve in a significant role in schools, especially those with A/A male students (Watson & Smitherman, 1996). Bowman (1994) indicated many minority students drop out of school early, or never make it into college because of academic tracking, substandard teaching, and poor academic preparation. It is further revealed that the underrepresentation of ethnic and racial minorities in the teaching force can exacerbate minority students’ difficulties and contribute to their low achievement levels (Gay, 2000).
Only 12% to 14% of teachers are minorities in the United States, while over a third of the students in American classrooms are minorities (Howard, 2001). As the student population in public schools becomes increasingly diverse, the teacher workforce continues to be predominantly Caucasian (West, 1993). This is one of the major reasons for the drive to recruit minority teachers. Unfortunately, this effort has become more 1 2 difficult simply due to successful minority high school and college students often regarding teaching as a low-paying, low-prestige job (Banks, 1996).
Research aimed at identifying the reasons that influence A/A males to choose and remain as K-12 teachers is limited. In more recent times, A/A males have become teachers who have made a positive difference in the lives of A/A students (Thomas-EL, Murphey, & Schwarzenegger, 2003). African American (A/A) male teachers can serve as role models and often share insights with majority (Caucasian) teachers in helping minority students succeed. Most experts feel it is necessary to have minority teachers in all schools where minority students attend.
Even where there are no minority students present, it is important to have minority teachers in place to provide a multicultural perspective that is lacking for majority students with just majority teachers (Salinas, 2001). For all students, minority teachers bring positive role models and images along with varied experiences to the students (Bolich, 2002). The teaching profession is losing some of the most talented and experienced teachers to retirement with few college graduates entering the profession. If we value students’ contact with talented and experienced teachers, then it is important to include African American (A/A) male teachers in this grouping and find out why they choose the profession.
When you look at the K-12 public education system in America, the underrepresentation of A/A male teachers in comparison to the increasing racial and ethnic demographics of students is a growing concern. Although it does not take A/A male teachers to teach minority students per se, teacher diversity is still extremely 3 important. Although findings from research are divided regarding the impact A/A teachers have on the achievement level of A/A students (Jencks & Phillips, 1998), there has been a nationwide charge for A/A teachers to teach in the public school system and to serve as positive role models for all students, especially A/A students (Hunter-Boykin, 1992). Background of the Study Education has long been recognized as one of the important ways in which the American promise of equality of opportunity can be fulfilled.
The public schools have traditionally provided a means by which those newly arrived in cities—the immigrants and the impoverished—have been able to join the American mainstream. Like other ethnic groups, black people saw education as the vehicle to economic opportunity and social integration. 2) The supply of A/A male teachers is insufficient and few A/A males are entering teacher education programs. There are many minority students who wish to pursue a career in teaching; however, colleges and universities fail to expose students to a curriculum that is exciting, engaging, and multicultural (Coley & Jenkins, 1995).
Data provided show minority students having the highest rates of poverty and the highest school dropout rates (Williams et al. We know the teaching profession is having difficulty keeping pace with other occupations. While minority teachers have been found to be especially at risk, many teachers leave the profession within a few years of entering (Betancourt-Smith, 1994). 4 Demographics and a poor economy have combined to produce a crisis in education: a minority teacher shortage.