Examining the Critical Consciousness Heightening of Black Male Teachers: Imperatives for Social Justice Orientation Development
Paramount to closing the student achievement gap is having a teaching force that reflects the racial and ethnic identities of the students. Black male representation in our nation’s schools may improve the success not only of Black boys but of all students because of the chance to engage with perspectives that may be different from one's own. Nevertheless, staffing Black male teachers has historically been a challenge for many school districts which is indicated by the dismal two percent of Black males who teach nationally (Whitfield, 2019). Despite this, some Black males are motivated to join the teaching force in order to address issues of social justice (Hudson, 2017). However, very little is known about how Black male teachers develop a critical consciousness, an important component to a social justice orientation. This study uses a phenomenological approach to understand the experiences that were essential for a sample of Black male teachers to develop a critical consciousness, and how critical consciousness influenced their decision to become a teacher. The results of this study may be used to inform the practices of teachers, faculty, and student affairs professionals who are involved with the preparation and recruitment of Black male teachers.
Graham F. Hunter
Primary Advisor's Department
Stander Symposium project, student affairs, School of Education and Health Sciences
United Nations Sustainable Development Goals
"Examining the Critical Consciousness Heightening of Black Male Teachers: Imperatives for Social Justice Orientation Development" (2020). Stander Symposium Projects. 1897.