Qualitative Residency Defense

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Articulating a Potential Problem Statement and Research Questions for Dissertation Research

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Introduction

The presence of Black males in educational settings dramatically impacts the experience that Black students have, and few studies have grasped this aspect. For instance, it has been recorded that Black students with Black role models as educators tend to have a better experience and, thus, brighter prospects throughout their school careers than those who are not (Gershenson et al., 2018). However, Black male educators make up just a tiny percentage of the teaching workforce; questions regarding their likely influence and how their presence affects the educational development of Black students are naturally considered. This paper develops a potential problem statement for a dissertation study to understand Black male educators' influence on Black students. Finally, this paper will identify potential research questions that might lead to data collection and analyses to solve this problem.

Potential Problem Statement

At the center of this potential dissertation is an issue regarding the fact that little is known about how Black male teachers contribute to or impact the school experiences and learning process of Black students. There has been evidence from earlier studies that teacher-student racial congruence affects student outcomes in several aspects: academic achievement, involvement, and identity development (Dee, 2004). However, there is a big gap in current research that focuses on the distinctive impacts of Black male instructors and how these stand compared to general teacher diversity for Black students. The diverse cultural insight and role-modeling opportunities provided uniquely by Black male instructors could help improve Black students' academic and personal development. Less than 2% of the teaching workforce comprises Black male educators; this reduces both students' access to these role models and the research that explores this relationship. It is in the context of K-12 educational settings wherein Black students are often underserved and underrepresented. These students will also continue to face systemic barriers to success, such as low expectations and discriminatory school discipline practices, which create disparate graduation rates and achievement gaps. The investigation into the experience of Black male educators and their engagement with Black students is thus very critical in understanding how to bring about supportive educational settings that contribute to the success and welfare of Black students. Therefore, this study will try to establish the perceived impact that Black male educators are believed to have on Black students' academic, social, and emotional development in K-12.

Rationale for Studying the Problem

Research has established that Black male educators have the potential to influence Black students' educational experiences and outcomes positively through appropriate role modeling and supportive relationships. In addition, research has shown that Black students attain more academic achievements and are more engaged in school when their teachers are of the same race. This is more significant even for male Black students since they require male role models who can share commonalities in their academic and cultural struggles. In addition, Black male teachers can help counter negative stereotyping, impact positive identity construction, and contribute to developing a sense of belonging for Black students (Dee, 2004).

However, research to date has failed to capture the voices of Black male educators themselves and the mechanisms through which this impact happens within an in-school setting or in the classroom (CarverThomas, 2018). There are so few Black male teachers that Black students rarely witness positive role models with similar experiences and backgrounds that could motivate and inspire their educational pursuits. This gap in the literature creates a need for research on Black male educators' experiences, perspectives, and practices that may be linked with improved educational outcomes for Black students. Each of these factors is potentially investigative in-depth, intending to support policies and practices that will increase the number and influence of active Black male educators in schools.

Additionally, understanding the distinctive role of active Black male educators has the potential to further address educational disparities and foster diversity within the teaching workforce. Studies have indicated that diversifying the teaching population is not only a matter of representation but also a key determinant in developing equitable learning environments for all students. In fact, by their very existence, investigating how Black male educators influence Black students is a method of rendering recruitment strategies, professional development, and educational policy toward more equity and inclusion in education.

Potential Research Questions

The proposed study will attempt to answer the following questions in its examination of the impact Black male educators have on Black students:

What role do Black male educators play in influencing the academic experiences of Black students?

It explains Black male educators' impact on Black students in terms of academic performance, engagement, and motivation. Based on this relationship, the study shall provide information on specific ways Black male educators influence academic outcomes and their contribution to the educational experiences of Black students.

How do Black students perceive the influence of Black male educators on their personal and social development?

This question will probe into students' views regarding the roles of Black male educators in their personal lives, such as self-confidence, cultural identity, and sense of social belonging. By understanding how students perceive Black male educators, one can appreciate how such educators mentor and support students uniquely and how relationships with these educators shape their perceptions of themselves.

What does a Black male educator face regarding challenges and benefits to their duties during the schooling years in predominantly Black classrooms?

This question addresses Black male educators' strengths and challenges when working with Black students. Knowing these factors can better position how barriers that could inhibit Black male educators from having a maximal impact are removed and inform strategies supporting their effectiveness.

In what ways do Black male educators' identities and lived experiences inform their teaching practices and interactions with Black students?

This question also attempts to determine how Black male educators' background, experiences, and identities shape their pedagogical approaches, communication, and relationships with Black students. This research could uncover novel perspectives on culturally responsive teaching practices and how these educators use identity to inform and support student success.

Conclusion

The presence and impact of Black male educators within educational settings represent essential elements that could help change Black students' educational experience and eventual life outcomes. It is this factor, combined with a general lack of research into this topic, along with the low number of Black male educators, that acts as an indictment on one clear gap in our knowledge concerning their role within the overall scheme of education. This paper has identified one potential problem statement related to Black male teachers' impact on Black students. It has identified four specific research questions that can support an inquiry process for this topic. In this regard, the proposed research hopes to answer these questions and contribute to an emerging body of research informing education policies, practices, and strategies for promoting academic and personal success among Black students. With this, the research attempts to bring forth the part played by diversity within the teaching fraternity and tries to make meaningful contributions toward the development of Black students.

References

Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute.

Dee, T. S. (2004). Teachers, race, and student achievement in a randomized experiment. The Review of Economics and Statistics, 86(1), 195-210.

Foster, M. (1993). Educating for competence in community and culture: Exploring the views of exemplary African-American teachers. Urban Education, 27(4), 370-394.

Gershenson, S., Hart, C. M., Lindsay, C. A., & Papageorge, N. W. (2018). The long-run impacts of same-race teachers. American Economic Journal: Economic Policy, 10(4), 116-140.

Lindsay, C. A., & Hart, C. M. (2017). Teacher race and school discipline: Are students suspended less often when they have teachers of the same race? Education Next, 17(1), 72-79.