Same, but different; different, yet same: an exploratory qualitative study of how K-12 educational experiences of Black males can inform teacher professional development

McCarty, Marcus A.

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https://hdl.handle.net/2142/124337 Copy

Description

Title

Same, but different; different, yet same: an exploratory qualitative study of how K-12 educational experiences of Black males can inform teacher professional development

Author(s)

McCarty, Marcus A.

Issue Date

2024-04-22

Director of Research (if dissertation) or Advisor (if thesis)

Ward Hood, Denice

Doctoral Committee Chair(s)

Ward Hood, Denice

Committee Member(s)

• Pak, Yoon
• Moton, Theopolies
• Span, Christopher

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Culturally Relevant
• Critical Race Theory
• Education
• Professional Development
• Black males

Abstract

The purpose of this research was to understand better how Black males are impacted by racism during their K-12 experiences and how that impact has played a part in their adulthood. Drawing from research that examines Black males in the education system, this study used the methodology of interviews and focus groups to examine Black males and their journey through the K-12 educational system in various regions across the United States. In Phase 1, research participants were asked to reflect on their K-12 journey regarding their understanding of Blackness, student and teacher interactions, and discipline. In Phase 2, participants were asked to reflect on how their K-12 experience impacts their adult interactions and perspectives related to the workplace environment, manager interactions, coworker interactions, and their comfortability expressing and embracing their Blackness as an adult in the workplace. Research participants went through individual interviews and participated in focus groups to further uncover potential instances in which another participant may have triggered a memory throughout their own experience. Findings indicate that Black male students in K-12 and the workplace have different experiences than their white counterparts. However, the Black males in this study had similar experiences to each other despite growing up in different regions and having varying school and workplace contexts. This finding highlights that racism, and the impact of racism are embedded within the school system and the impacts aren’t eradicated post K-12 completion.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Marcus McCarty

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