A TRANSCENDENTAL PHENOMENOLOGICAL STUDY EXPLORING THE SOCIAL IDENTITY EXPERIENCES OF MALE TEACHERS OF COLOR IN THE MALE SCHOLARSHIP PROGRAM

A TRANSCENDENTAL PHENOMENOLOGICAL STUDY EXPLORING THE SOCIAL IDENTITY EXPERIENCES OF MALE TEACHERS OF COLOR IN THE MALE SCHOLARSHIP PROGRAM

JFL, 300

The purpose of this phenomenological study is to understand the social identity experiences for male teachers of color in the Male Scholarship Program at North Valley University. The theory guiding this study was Tajfel and Turner’s social identity theory as it explained the social cognitive process that individuals use in considering joining or exiting a group. Using the social identity theory, this study attempted to answer the central research question: What are the social identity experiences of male teachers of color participating in the Male Scholarship Program? This transcendental phenomenology study used purposeful sampling to recruit participants and collected data through individual interviews, letter-writing, and a focus group. Data analysis in this phenomenological study employed Moustakas phenomenological model: (a) epoché, (b) reduction, (c) imaginative variation, (d) textural descriptions, (e) structural descriptions, and (f) synthesis. Following the triangulation of the data, the following themes were constructed: norms and social influences, social mobility, and shared experiences and brotherhood. The findings of the study revealed that social identity played a crucial role in the recruitment, preparation, and retention of male teachers of color within the context of the Male Scholarship Program. By framing participants' experiences through social identity theory, the study highlighted the significance of identity alignment within educational support structures, which has been explored less in traditional teacher preparation literature.