Keywords

African American, Black, Male, Teacher, Education, Minority

Abstract

This study contributed to a growing body of evidence emphasizing that teacher identity profoundly influences not only how students learn but also how they perceive themselves and their potential. As Gershenson (2022) noted, “Black teachers provide benefits to all students, fostering higher achievement and stronger aspirations,” highlighting the essential role of diverse educators in shaping student success. Consistent academic gains observed among students taught by African American male teachers reinforce the urgent need for educational systems to prioritize equity not only in student outcomes but also in diversifying the teaching workforce. Despite African American male teachers comprising less than 2% of U.S. public school educators (U.S. Department of Education, 2020), their positive impact on the academic success of all students—particularly those from underserved backgrounds—is well documented. This study addresses these disparities by employing Symbolic Interaction Theory to explore the experiences and influence of African American male teachers and uses Culturally Relevant Pedagogy as a conceptual framework to examine differences in perceptions between African American and White teachers alongside student outcomes. Utilizing a quantitative case study design, the research analyzes FAST math achievement data for students in the lowest 25th percentile across grades 3 through 8 in a Florida school district, comparing results to teacher expectations. Findings aim to inform efforts to create more equitable and affirming educational environments that honor the critical role of teacher identity in student success.

Completion Date

2025

Semester

Fall

Committee Chair

Walker, Larry

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership Executive Track

Format

PDF

Identifier

DP0029772

Document Type

Thesis

Campus Location

Orlando (Main) Campus

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