African American Male Teachers
Dr. Lawrence V. Bolar
Title: Author, Educator, and Motivational Speaker
Research Topic: A Phenomenological Study: Motivating African-American Males to Enter The Elementary Educational Profession K-5
Committee Chair: Dr. James Harris
Institution: Virginia State University
Abstract: The purpose of this study is to discover motivational factors to encourage and motivate African-American males to enter the elementary teaching profession K-5. According to the national educational statistical data, 300,000 new teachers are hired every year in America and only 4,500 of the new teachers hired are African-American males. As noted by the national educational statistics, at least 35 percent of public school students are Hispanic or African-American. According to the statistical data only 15 percent of teachers are Hispanic or African-American. The National Center for Educational Statistics research indicates an imbalance based on the student to teacher ratio centered on race (National Center for Educational Statistics, 2010). According to the National Center for Education Statistics 2010 report, African-American male educators made up 7.5 percent of all male teachers nationally, and make up about two percent of all teachers. As noted in the National Center for Educational Statistics, African-American males make up ten percent of the national student population. The 2010 statistical data leads one to believe that the education profession has become undervalued, and marginalized African-American male teachers as indicated by Williams research (Williams, 2012). According to Harper and Davis, the education profession is not viewed as an encouraging profession to work in (Harper & Davis, 2012).
Four research questions were employed to lead the research. The data was collected from 13 African-American male teachers at the elementary school level. The participants included active elementary teachers and administrators in Virginia. Data collection occurred through teacher and administrator interviews. The findings of the study showed the reasons for African-American males being underrepresented in the elementary teaching profession. 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. In a school setting, being able to relate to the staff and administrative individuals is important; kids need to see people similar to them so they have a positive vision to emulate (Henze et al., 2002, p. 86).
Title: Author, Educator, and Motivational Speaker
Research Topic: A Phenomenological Study: Motivating African-American Males to Enter The Elementary Educational Profession K-5
Committee Chair: Dr. James Harris
Institution: Virginia State University
Abstract: The purpose of this study is to discover motivational factors to encourage and motivate African-American males to enter the elementary teaching profession K-5. According to the national educational statistical data, 300,000 new teachers are hired every year in America and only 4,500 of the new teachers hired are African-American males. As noted by the national educational statistics, at least 35 percent of public school students are Hispanic or African-American. According to the statistical data only 15 percent of teachers are Hispanic or African-American. The National Center for Educational Statistics research indicates an imbalance based on the student to teacher ratio centered on race (National Center for Educational Statistics, 2010). According to the National Center for Education Statistics 2010 report, African-American male educators made up 7.5 percent of all male teachers nationally, and make up about two percent of all teachers. As noted in the National Center for Educational Statistics, African-American males make up ten percent of the national student population. The 2010 statistical data leads one to believe that the education profession has become undervalued, and marginalized African-American male teachers as indicated by Williams research (Williams, 2012). According to Harper and Davis, the education profession is not viewed as an encouraging profession to work in (Harper & Davis, 2012).
Four research questions were employed to lead the research. The data was collected from 13 African-American male teachers at the elementary school level. The participants included active elementary teachers and administrators in Virginia. Data collection occurred through teacher and administrator interviews. The findings of the study showed the reasons for African-American males being underrepresented in the elementary teaching profession. 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. In a school setting, being able to relate to the staff and administrative individuals is important; kids need to see people similar to them so they have a positive vision to emulate (Henze et al., 2002, p. 86).
| bolar_dissertation.pdf |