School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Sharon Michael-Chadwell


Critical race theory, Black male identity theory, Black teachers, teacher attrition, education policy, discrimination, school, equity




This qualitative phenomenological study explored the multifaceted challenges that impact the careers of Black male teachers within the K-12 education system in South Carolina. Despite efforts to increase diversity in the teaching profession, Black male educators remain underrepresented, facing unique obstacles that can hinder their work due to growth and retention. Grounded on critical race theory and Black male identity theory Through in-depth interviews and rigorous analysis, this research uncovered these educators' lived experiences and perspectives on the complex interplay of factors that shape their career trajectories. The study employed a phenomenological approach to capture the essence of the challenges faced by Black male teachers in South Carolina. By engaging participants in reflective dialogues, the research revealed the issues related to racial identity, cultural perceptions, institutional dynamics, and community expectations. Findings from this study contributed to a deeper understanding of the obstacles that hinder the progression of Black male teachers in South Carolina's K-12 education system. The qualitative data analysis provided insights into how these educators navigated stereotype threats, lack of representation, limited advancement opportunities, and cultural misconceptions. In addressing the identified challenges, stakeholders can develop targeted strategies to create a more inclusive and supportive environment for Black male teachers. Such efforts are essential for cultivating a diverse teaching workforce that better reflects the student population, fosters positive role models, and ultimately enriches the educational experiences of all students in South Carolina's K-12 schools.

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