Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Educational Leadership

First Reader/Committee Chair

Becky Sumbera

Abstract

The acute underrepresentation of Black male educators in the United States constitutes a persistent crisis in both education and social equity. Despite numerous efforts to diversify the teaching profession, Black men represent only 2% of the national teaching workforce—a figure that falls even lower in regions such as Southern California, where they comprise just 1.8% of teachers despite representing a significant share of the student population (California Department of Education, 2022). Empirical evidence consistently affirms the critical impact of Black male teachers on the academic achievement, identity development, and long-term success of Black students (Gershenson et al., 2018; Dee, 2020). Yet, this demographic remains absent mainly from classrooms due to deep-rooted structural and social impediments. This dissertation investigates the complex interplay of systemic barriers and cultural factors that discourage Black male college students from pursuing careers in education. Grounded in African American Male Theory (AAMT), the study utilizes a qualitative phenomenological case study approach to explore the lived experiences of Black male students enrolled in the teacher preparation programs at California State University, San Bernardino (CSUSB), as well as alumni who have transitioned into teaching roles. Through this lens, the research critically examines the intersection of race, gender, and systemic inequity that shapes Black men’s pathways into the teaching profession.

Central to this inquiry is an evaluation of Project Impact, a Minority Male Teacher Pipeline Program at CSUSB designed to recruit, support, and retain Black and other minority male educators. The study is guided by three principal research questions: (1) What structural barriers inhibit Black male college students from entering the teaching profession? (2) How do societal expectations of masculinity influence their perceptions of teaching as a viable career? (3) In what ways has Project Impact mitigated these barriers and fostered professional success among its participants? Findings reveal a confluence of deterrents, including economic hardship, inadequate mentorship, cultural isolation, and prevailing stereotypes that position teaching as incompatible with traditional conceptions of Black masculinity. Yet, the data also underscore the transformative potential of Project Impact. Participants report that the program's culturally responsive framework, financial and emotional support, and intentional community-building practices were pivotal to their professional persistence and success. By centering the voices of Black male educators and student teachers, this dissertation contributes a vital perspective to the discourse on educational equity. The findings illuminate the structural and cultural conditions perpetuating exclusion and offer practical insights for institutional leaders and policymakers committed to diversifying the teaching profession. Ultimately, this research affirms that targeted, culturally attuned interventions like Project Impact are effective and essential to building an educational system that reflects and empowers the diverse communities it serves.

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