Date of Award

6-2024

Document Type

Dissertation - SCU Access Only

Publisher

Santa Clara : Santa Clara University, 2024

Degree Name

Doctor of Education (EdD)

First Advisor

Marco Murillo

Abstract

This study explored the lived experiences of K-12 Black male educators as they navigated the education profession and racialized school systems. Through a qualitative research study, using a demographics questionnaire and in-depth semi-structured interviews, five Black male educators from public and private schools engaged with the following research questions: (1) How do Black male educators describe self-efficacy within the context of racialized school systems? And, (2) In what ways are Black male educators encouraged to stay in the education profession? The key findings include: (1) developing self-efficacy through passion, purpose, and commitment, (2) dehumanization through racial microaggressions and racism, and (3) persevering as educators through mentorship. Implications that were derived from the key findings include: (1) developing and supporting self-efficacious Black male educators, (2) addressing racial microaggressions and racist school systems, and (3) social networks and mentoring. The implications showcase that honoring and celebrating Black male educators in this research study provided insight into the development of self-efficacy, combating racial microaggressions and racism in racialized school settings, and helping individuals persevere in the education profession.

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