Qualitative Residency Defense
Big John
Res-831QualitativeProspectusweek.pptxPerceived influence of Black male educators on Black students
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Alignment Table
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| Problem Statement: How Black male educators describe their influence on Black students' academic performance and social-emotional development is unknown. There is an underrepresentation of African American male teachers whose presence in classrooms could significantly enhance students' attention and gains by providing positive role models (Baker Jr, 2024). This issue points to gaps in understanding and promoting diversity within the teaching profession. Therefore, urgent surveys and research should be conducted to understand these unique perspectives and enhance how Black male educators enhance Black students' learning experiences and emotional well-being (Baker Jr, 2024). This qualitative study will explore Black male educators' narratives and lived experiences to determine their perspectives on their diverse roles in supporting Black students within an inclusive education system. | Purpose Statement: The purpose of this qualitative descriptive study is to explore how Black male educators describe their influence on Black students' academic performance and social-emotional development, aiming to understand their unique perspectives and experiences in supporting these students' educational journeys.. | |
| Phenomena The phenomenon under consideration in this qualitative study is how Black male educators perceive their contributions toward Black students' academic performance and socioemotional well-being. Black male educators serve as role models, resulting in increased academic engagement and performance of Black students (Baker Jr, 2024). They set behavioral and performance standards for their students, motivating them to attain exceptional goals. Providing such role models would benefit Black students through instruction and mentorship from teachers with shared cultural backgrounds (Baker Jr, 2024). Understanding these views will be vital for developing strategies to benefit and support Black students while enhancing diversity and inclusion within the education system (Cormier et al., 2022). | ||
| Research Question(s): How do Black male educators describe their influence on Black students' academic performance and social-emotional development? What unique strategies or approaches do Black male educators report using to support Black students' educational experiences and emotional well-being? What challenges or barriers do Black male educators report experiencing in their efforts to impact Black students' academic and social-emotional outcomes positively? How do Black male educators perceive their roles as mentors and role models for Black students in the educational setting? | ||
| Methodology & Justification: Methodology: Qualitative Descriptive Design Justification: The chosen methodology for this study is a qualitative descriptive design. This approach is selected to explore and describe in depth the experiences and perceptions of Black male educators regarding their influence on Black students' academic and social-emotional outcomes | Design & Justification: This study will employ a qualitative descriptive design to explore how Black male educators perceive their influence on Black students' academic and social-emotional development. This design is particularly appropriate for capturing the rich, detailed narratives of participants' lived experiences. It allows for an in-depth exploration of the educators' perspectives through methods such as semi-structured interviews and potentially focus groups. The qualitative descriptive approach enables the researcher to gather comprehensive data about the educators' daily experiences, challenges, and strategies, providing a nuanced understanding of their roles and impact. |
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Literature Review: Background to the Problem
History of the Problem
a) Emergence in Literature:
Early Studies (1970s-1980s):
Initial recognition of the low representation of Black male educators in K-12 education (Mack & Flowers, 1974).
Early discussions focused on the need for role models for Black students and the impact on student outcomes (Lightfoot, 1976)
1990s-2000s:
Increased focus on the benefits of diversity in teaching staff for student achievement and engagement ((Mitchell, 1998)).
Studies began highlighting systemic barriers and challenges faced by Black male educators (Carr & Klassen, 1997).
b) Trends in Research and Literature:
2000s-2010s:
Research expanded to include qualitative studies capturing the lived experiences of Black male educators (Patton & Catching, 2009).
Focus on the intersectionality of race and gender in educational settings (Kvasny et al., 2009).
2010s-Present:
Emphasis on culturally responsive teaching and its impact on Black students' academic and social-emotional outcomes (Howard & Terry, 2011)
Growth in studies examining recruitment and retention strategies for Black male educators (Carver-Thomas, 2018).
c) Changes in Research Focus Over the Past Five Years:
Recent Trends (2020-Present):
Shift towards understanding the specific pedagogical strategies employed by Black male educators (Bristol & Goings, 2020)).
Increased emphasis on mental health and well-being of Black male educators themselves (Skinner et al., 2021).
Exploration of policy implications and institutional support systems needed to enhance the impact of Black male educators (Brooms, 2021)).
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Literature Review: Problem Space
State the Problem in Practice, Issue, and/or Topic to Be Studied:
There is a lack of understanding regarding how Black male educators perceive their influence on Black students' academic performance and social-emotional development.
Existing Knowledge:
Research has shown that Black male educators can positively impact Black students' academic outcomes and social-emotional well-being by serving as role models and providing culturally relevant pedagogy (Johnson-Hansen, 2021).
The presence of Black male teachers has been linked to improved educational experiences for Black students, including higher engagement and better relationships with peers and teachers (Callender, 2020)
Research Gaps:
Further research is needed to explore the specific strategies Black male educators use to support Black students and how these strategies influence students' academic and social-emotional outcomes (Jones et al., 2023)
There is a need to understand the unique challenges and barriers Black male educators face in their roles and how these challenges impact their ability to effectively support Black students (Cormier et al., 2022)
Synthesis of Problem Space:
Despite the documented positive impact of Black male educators on Black students, there remains a significant gap in understanding the specific ways these educators perceive and enact their influence. This study aims to fill this gap by providing a detailed exploration of Black male educators' strategies, challenges, and perceived impacts, thereby informing policies and practices that can better support Black students and promote diversity in the teaching profession.
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Literature Review: Theoretical Foundations
Critical Race Theory
Overall Theory:
Critical Race Theory (CRT): Developed by legal scholars Derrick Bell, Kimberlé Crenshaw, and Richard Delgado, CRT examines the ways in which race and racism intersect with other forms of social stratification, such as class and gender (Bracey, 2022). It challenges the dominant liberal approaches to racial justice by focusing on the systemic and structural nature of racism.
Key Concepts: Intersectionality, the permanence of racism, counter-storytelling, and the critique of liberalism.
Application to Proposed Topic:
CRT will be used to frame the exploration of Black male educators' perceptions of their influence on Black students' academic performance and social-emotional development. It provides a lens to understand how systemic racism affects educational experiences and outcomes for Black students and how Black male educators navigate and challenge these systemic barriers
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Literature Review: Theoretical Foundations
Social Learning Theory
Overall Theory:
Social Learning Theory (SLT): Proposed by Albert Bandura, SLT posits that people learn from one another through observation, imitation, and modeling (Bouchrika, 2023). It emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others.
Key Concepts: Observational learning, imitation, modeling, reinforcement, and self-efficacy.
Application to Proposed Topic:
SLT will be used to understand the strategies and approaches Black male educators employ to support Black students' academic and social-emotional development. It provides insights into how these educators serve as role models and the impact of their behavior on students' learning and development
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Literature Review: Theoretical Foundations
Role Model Theory
Overall Theory:
Role Model Theory: Rooted in the works of sociologists such as Robert K. Merton and Albert Bandura, this theory explores how individuals look up to and emulate the behaviors, attitudes, and values of role models (Ismail et al., 2022). Role models can significantly influence an individual's aspirations, behaviors, and self-concept.
Key Concepts: Identification, emulation, aspirational influence, and behavioral modeling.
Application to Proposed Topic:
Role Model Theory will be used to explore how Black male educators perceive their roles as mentors and role models for Black students. It will help analyze the ways in which these educators inspire and influence students' academic performance and social-emotional development through their presence and actions.
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Literature Review: Review of Literature
| Major Topic/Theme (name the topic) | Topic/Theme Description (2-3 sentences with at least 3 in-text citations per topic) |
| Theme 1: Influence of Black Male Educators on Academic Performance | Research indicates that Black male educators positively impact the academic performance of Black students by serving as role models and mentors (Johnson et al., 2020). Studies show that the presence of Black male teachers can improve student engagement and reduce dropout rates (Jeter & Melendez, 2022). Black male educators also help to foster a positive school culture and increase the academic self-concept of Black students (Beasley & McClain, 2020) |
| Social-Emotional Development of Black Students | Black male educators play a crucial role in supporting the social-emotional development of Black students by providing culturally relevant mentoring (Beasley & McClain, 2020). They help students navigate racial identity and self-esteem issues by offering a relatable presence and understanding (Jones et al., 2023). Their influence extends to reducing disciplinary issues by creating a supportive and understanding environment (Skinner et al., 2021) |
| Barriers Faced by Black Male Educators | Black male educators often face significant barriers, including racial bias and isolation within the predominantly White teaching workforce (Jeter & Melendez, 2022). They frequently encounter challenges related to professional advancement and recognition (Callender, 2020). Additionally, systemic issues such as inequitable distribution of resources and support contribute to the difficulties Black male educators face (Braveman et al., 2022) |
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Problem Statement
The specific problem to be researched is the lack of understanding of how Black male educators perceive their influence on Black students' academic performance and social-emotional development.
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Phenomenon
The phenomenon under investigation is the perceived influence of Black male educators on the academic performance and social-emotional development of Black students. This study seeks to understand the specific ways in which these educators believe they impact their students' educational experiences and well-being, as informed by their personal narratives and professional experiences. Understanding these perceptions is crucial for developing strategies to support Black students and enhance diversity and inclusion within the education system(Cormier et al., 2022).
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How do Black male educators describe their influence on Black students' academic performance and social-emotional development?
What unique strategies or approaches do Black male educators report using to support Black students' educational experiences and emotional well-being?
What challenges or barriers do Black male educators report experiencing in their efforts to impact Black students' academic and social-emotional outcomes positively?
How do Black male educators perceive their roles as mentors and role models for Black students in the educational setting?
Research Questions
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Methodology Justification
| Qualitative | Quantitative |
| Main attributes of qualitative methodology: • Exploratory Nature: Qualitative methodology is suitable for exploring complex phenomena within their contexts and for understanding experiences and perspectives (Tenny et al., 2022). • Rich, Detailed Data: It allows for the collection of rich, narrative data that provide in-depth insights into participants' experiences and viewpoints (Salmona & Kaczynski, 2024). • Flexibility: Qualitative research is flexible and can adapt to new findings and insights during the data collection process (Rahman et al., 2021) | Main attributes of quantitative methodology: |
| Justification for qualitative: · Relevance to Study Topic: This methodology is appropriate for exploring how Black male educators perceive their influence on Black students' academic performance and social-emotional development, as it enables a deep understanding of their unique experiences and perspectives. · Alignment with Research Goals: The focus on collecting detailed narratives aligns with the study's goal of uncovering specific strategies, challenges, and roles described by Black male educators. · Depth of Understanding: Given the exploratory nature of the research questions, qualitative methods are ideal for capturing the nuanced and contextualized experiences of the educators. | Justification against quantitative: |
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Design
| Design | Definition | Justification (use /not use) |
| Case Study | Case study research involves an in-depth, contextual analysis of a bounded system, such as an individual, group, institution, or community, within its real-life context | Not Selected: This design focuses on a specific case within a bounded system, which is not suitable for exploring broad narratives of Black male educators across different contexts. |
| Phenomenological | Phenomenology aims to understand and describe the lived experiences of individuals regarding a particular phenomenon, focusing on the essence of those experiences | Not Selected: This design is focused on describing the essence of experiences, but our study aims to explore specific strategies and roles, not just the essence of being a Black male educator. |
| Grounded Theory | Grounded theory involves generating a theory grounded in data systematically gathered and analyzed through the research process | Not Selected: The goal of this study is not to generate a new theory but to describe and explore existing experiences and perceptions of Black male educators |
| Ethnography | Ethnography involves the systematic study of people and cultures from the point of view of the subject, often through participant observation and immersive fieldwork | Not Selected: Ethnography requires extensive fieldwork and immersion in a culture, which is beyond the scope of this study focused on individual narratives and experiences. |
| Qualitative Descriptive | Qualitative descriptive design aims to comprehensively describe phenomena in their natural context through straightforward descriptions of the experiences and perspectives of participants (Tenny et al., 2022) | Selected: This design is suitable as it provides detailed and rich descriptions of Black male educators' experiences and perceptions regarding their influence on students, aligning with the study's goals |
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Feasibility Slide 1
Resources for Study
Ethical Concerns
Authorizations Required:
Authorization Needed: Institutional Review Board (IRB) approval will be required to ensure ethical compliance. Authorization from school districts or educational institutions may also be necessary to access Black male educators and their students.
How to Obtain Authorization: Submit a detailed research proposal to the IRB and any relevant educational institutions, including consent forms, study protocols, and data protection measures.
Access to Site Resources:
Building Access: Access to educational institutions where the participants work may be required for conducting interviews. Permission from school administrators will be sought.
Computer Programs: Software for data collection and analysis, such as NVivo or ATLAS.ti, will be needed to organize and analyze qualitative data
Risks:
Potential Risks: Risks may include emotional discomfort when discussing personal experiences, confidentiality breaches, and potential professional repercussions for participants.
Mitigation Strategies:
Ensure confidentiality by anonymizing participant data.
Obtain informed consent, emphasizing the voluntary nature of participation.
Provide participants with the option to withdraw at any time without consequence.
Debrief participants and offer support resources if needed.
· Benefits to Participants:
Professional Development: Participants may gain insights into their teaching practices and influence, contributing to their professional growth.
Contribution to Knowledge: By sharing their experiences, participants contribute to a better understanding of the impact of Black male educators, potentially informing policies and practices that support diversity in education.
Empowerment: Participants may feel empowered by voicing their experiences and contributing to research that highlights the importance of their roles in education
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Feasibility Slide 2
Study Alignment with Program
(Identify Program of Study)
Feasibility Concerns
Degree & Emphasis: Doctor of Education in Organizational Leadership K-12
Degree Program: Doctor of Education (EdD)
Emphasis: Organizational Leadership with a focus on K-12 Education
Alignment of topic to degree:
This study aligns with the EdD in Organizational Leadership by examining the leadership roles and influence of Black male educators in K-12 settings. It seeks to understand how these educators impact academic performance and social-emotional development, which is critical for developing effective leadership strategies and promoting diversity and inclusion within educational organizations.
Obstacles and Backup Plans:
Potential Obstacles:
Difficulty in recruiting Black male educators due to their underrepresentation.
Possible reluctance of participants to share personal and professional experiences.
Time constraints and scheduling challenges for conducting interviews.
Backup Plans:
Partner with professional organizations and networks focused on Black educators to aid in recruitment.
Ensure confidentiality and create a comfortable environment to encourage openness.
Utilize flexible scheduling options, including virtual interviews, to accommodate participants' availability.
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References
Beasley, S. T., & McClain, S. (2020). Examining Psychosociocultural Influences as Predictors of Black College Students’ Academic Self-Concept and Achievement. Journal of Black Psychology, 009579842097979. https://doi.org/10.1177/0095798420979794
Bouchrika, I. (2023, March 6). Social Learning Theory & Its Modern Application in Education. Research.com. https://research.com/education/social-learning-theory
Bracey, G. E. (2022). The Spirit of Critical Race Theory. Sociology of Race and Ethnicity, 8(4), 233264922211148. https://doi.org/10.1177/23326492221114814
Braveman, P. A., Arkin, E., Proctor, D., Kauh, T., & Holm, N. (2022). Systemic and Structural Racism: Definitions, Examples, Health Damages, and Approaches to Dismantling. Health Affairs, 41(2), 171–178. https://doi.org/10.1377/hlthaff.2021.01394
Bristol, T. J., & Goings, R. B. (2020). Exploring the Boundary-Heightening Experiences of Black Male Teachers: Lessons for Teacher Education Programs. Journal of Teacher Education, 70(1), 51–64. https://doi.org/10.1177/0022487118789367
Brooms, D. R. (2021). Educational desires and resilience among Black male students at a Hispanic-serving institution. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000381
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Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
Add additional slides as needed
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References
Callender, C. (2020). Black male teachers, white education spaces: Troubling school practices of othering and surveillance. British Educational Research Journal, 46(5). https://doi.org/10.1002/berj.3614
Carr, P. R., & Klassen, T. R. (1997). Different Perceptions of Race in Education: Racial Minority and White Teachers. Canadian Journal of Education / Revue Canadienne de L’éducation, 22(1), 67. https://doi.org/10.2307/1585812
Carver-Thomas, D. (2018). Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color. In ERIC. Learning Policy Institute. https://eric.ed.gov/?id=ED606434
Cormier, C. J., Scott, L. A., Powell, C., & Hall, K. (2022). Locked in Glass Classrooms: Black Male Special Education Teachers Socialized as Everything But Educators. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 45(1), 77–94. https://doi.org/10.1177/08884064211061038
Howard, T., & Terry, C. L. (2011). Culturally responsive pedagogy for African American students: promising programs and practices for enhanced academic performance. Teaching Education, 22(4), 345–362. https://doi.org/10.1080/10476210.2011.608424
Ismail, U. S., Yusop, J. S., Atoh, N., Chulan, M., Radzi, A. H. M., Ismail, N., Pisal, N. A., & Zaki, M. F. M. (2022). Monitor Model Theory as a Solution to Overcome the Problem of Mastering Arabic Grammar Among Students in Malaysia. Theory and Practice in Language Studies, 12(8), 1516–1524. https://doi.org/10.17507/tpls.1208.07
Jeter, F., & Melendez, J. (2022). Too Few Black Male Educators. Impacting Education: Journal on Transforming Professional Practice, 7(2), 19–25. https://eric.ed.gov/?id=EJ1345690
Johnson, M. W., Brown, A. L., & Harrison, L. (2020). Troubling the Waters: A Critical Essay on Black Male Role Models and Mentors. The Urban Review, 52(3), 415–434. https://doi.org/10.1007/s11256-019-00538-x
Johnson-Hansen, L. (2021). Exploring the Relationships between White Teachers and Black Students: A Qualitative Study on the Impact that Culturally Relevant Pedagogy and Positive Relationships Can Have on Student Success - ProQuest. Www.proquest.com. https://search.proquest.com/openview/0b2124ab2d8b0c155e94a7e4f5451c35/1?pq-origsite=gscholar&cbl=18750&diss=y
Jones, M., Jacobs, M., Heidelburg, K., & Graves, S. L. (2023). Social-Emotional and Behavioral Strategies to Improve School Outcomes for Black Males. Theory into Practice, 1–11. https://doi.org/10.1080/00405841.2023.2258734
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Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
Add additional slides as needed
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References
Kvasny, L., Trauth, E. M., & Morgan, A. J. (2009). Power relations in IT education and work: the intersectionality of gender, race, and class. Journal of Information, Communication and Ethics in Society, 7(2/3), 96–118. https://doi.org/10.1108/14779960910955828
Lightfoot, S. L. (1976). Socialization and Education of Young Black Girls in School. Teachers College Record: The Voice of Scholarship in Education, 78(2), 1–18. https://doi.org/10.1177/016146817607800202
Mack, L., & Flowers, H. (1974). A QUARTER CENTURY OF THE BLACK EXPERIENCE IN ELEMENTARY AND SECONDARY EDUCATION, 1950-1974 - ProQuest. Www.proquest.com. https://search.proquest.com/openview/33039864edb5f61e1075d2d30d70f439/1?pq-origsite=gscholar&cbl=1819053
Mitchell, A. (1998). African American Teachers. Education and Urban Society, 31(1), 104–122. https://doi.org/10.1177/0013124598031001008
Patton, L. D., & Catching, C. (2009). “Teaching while Black”: narratives of African American student affairs faculty. International Journal of Qualitative Studies in Education, 22(6), 713–728. https://doi.org/10.1080/09518390903333897
Rahman, S. A., Tuckerman, L., Vorley, T., & Gherhes, C. (2021). Resilient Research in the Field: Insights and Lessons from Adapting Qualitative Research Projects during the COVID-19 Pandemic. International Journal of Qualitative Methods, 20(1), 160940692110161. https://doi.org/10.1177/16094069211016106
Salmona, M., & Kaczynski, D. (2024, July 23). Qualitative data analysis strategies. Www.elgaronline.com; Edward Elgar Publishing. https://www.elgaronline.com/abstract/book/9781803927008/chapter6.xml
Skinner, B., Leavey, G., & Rothi, D. (2021). Managerialism and teacher professional identity: Impact on well-being among teachers in the UK. Educational Review, 73(1), 1–16.
Tenny, S., Brannan, J., & Brannan, G. (2022). Qualitative study. National Library of Medicine; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK470395/
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Slide Requirements:
Include a fully APA-formatted reference for each citation used in the slides.
Add additional slides as needed
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