Post-Positivism
The Recruitment and Retention of Black Male Teachers in Public Education
Literature Review
Leadership Practices
Leadership style alignment and implementation (Morrison, 2017).
Black Male experience and perception (Morrison, 2017).
A desire for more effective problem solving for leadership is required (Myran & Sutherland, 2016).
Teacher’s organizational commitment and leadership effectiveness are linked (Berkovich & Bogler, 2020).
Leadership practices should be tailored towards Black Males to address issues (Berkovich & Bogler, 2020).
Leadership must focus on the perceived organization structure of the Black Male and the determinants for their perception (Berkovich & Bogler, 2020).
Effective Leadership (Berkovich & Bogler, 2020).
inspire shared vision
establish role models
encourage intellectual stimulation
provide individualized support
Leadership must overcome challenges subcultures (Myran & Sutherland, 2016).
Leadership should not rush into solutions but look deeper to eradicate systematic issues that will continue to perpetuate behaviors (Myran & Sutherland, 2016).
Leadership should actively prompt discourse that facilitates discursive assessment and critical reflectivity (Myran & Sutherland, 2016).
Supportive environment is necessary (Morrison, 2017).
Clear directives and organizational development are required (Morrison, 2017).
The Problem
The general problem to be addressed is the inability of leadership to recruit and retain Black Male Teachers resulting in a possible shortage of Black Male Teachers in public education.
There is a plethora of evidence suggesting difficulties in recruiting and retaining Black male Teachers in public education within the United States by which School administrators and leaders have not found credible solutions (Meidl, 2018).
Recruitment and retention are cited as primary factors contributing to the shortage of Black male teachers (Scott & Alexander, 2018).
The commitment and effort to recruit and retain Black male teachers in America’s Public schools for the past five years has prompted educators to suggest that there exists structural and a lack of diversity problem within the teaching profession (Allen, 2019).
The past experiences of the Black Male Teachers as black male students gives insight for teaching the students and helps to provide ways that educators can incorporate culturally responsive teaching as well as increase retention in Black Male Teachers. (Pabon, 2016).
Concepts
Black Male Teachers experiences
Grounded theory suggests that Black Male Teachers and their cultural perception of masculinity impacts the decisions to enter the field of education (Robinson, 2020).
Grounded theory suggests that Black Male Teachers experiences as black males in society and in their personal educational experiences deter the desire to enter the field of education (Pabon, 2016).
Expectations of the Black Male Teachers
The Black Male Teacher is often expected to be the solution to academic disparities for students of color causing inequitable expectations (Milton-Williams & Bryan, 2016).
The Black Male Teacher is assigned the lower performing students which provide more challenges for instruction and discipline providing inequitable treatment (Meidl, 2018).
Unattractive Career Field
The field is dominated by women and due to the lack of not only people of color but the lack of males in education, there is less desire to pursue this career field (Davis et al., 2020).
The status of the field when measured in comparison with the time requirements of the job, the perceived inequities of their performance and expectations, in conjunction with the lack of compensation does not attract black males (Callender, 2020).
Theories
Critical Race Theory
Critical Race Theory supports this research and renders attention to race and how racism is deeply embedded within the framework of public education (Milton-Williams & Bryan, 2016).
Critical Race Theory attempts to remove racism and recognize that race is a powerful social construct (Milton-Williams & Bryan, 2016).
Critical Race Theory presents stories about discrimination from the perspective of the victim (Callender, 2020).
Transformational Theory or Relationship Theory
Transformational Theory supports this research in that a positive relationship must be created and maintained to improve retention (Fourie & Höhne, 2017).
Transformational Theory supports this research as leaders must model behaviors for team members for mutual accountability (Skendzel et al., 2019).
Situational Theory
Situational Theory supports this research as every Black Male Teacher is not the same and although general issues may exist, leaders must be able to adapt to the correct leadership style to efficiently lead and retain Black Male Teachers (Thompson & Glasø, 2018).
Situational Theory supports this research as flexibility is imperative for leaders to succeed to improve recruitment and retention of the Black Male Teacher (Daniëls et al., 2019).
Reproduction Theory
Reproduction Theory supports this research and suggests that black males are at a double disadvantage in not only their minority status but because they must adapt to already established majority rules that were not designed with the black male in mind (Orrock & Clark, 2018).
Reproduction Theory explains that public school needs are shaped by the capitalist marketplace which renders rules that are unfamiliar and judged by standards that can be frustrating to black males (Orrock & Clark, 2018).
Reproduction Theory postulates that if school add just one Black Male Teacher population achievement will increase and this increase can multiply with each additional teacher (Brown & Thomas, 2020).
African American Offending Theory
African American Offending Theory supports this research as it suggests that common experiences of racism contribute to a shared worldview that includes but is not limited to cynicism of the justice system but bad feelings towards social systems in general (Said & Feldmeyer, 2019).
African American Offending Theory also suggests that racial socialization can mitigate the effects of racism (Jones & Greene, 2016).
Racial subordination male place youths on a criminal path (Unnever et al., 2016).
Actors
Administrative and Leadership Teams
The Administrative and leadership teams must observe their organizational climate and create a more conducive climate for Black Male Teachers (Wallace, 2020).
The Administrative and leadership teams must delegate and implement best practices regarding Black Male Teachers (Wallace, 2020).
Black Male Teachers
The Black Male Teachers must be forthright and reflective of their experiences as teachers regarding leadership (Davis et al., 2020).
The Black Male Teachers must be forthright and reflective of their experiences as teachers regarding their students (Davis et al., 2020).
Constructs
Leadership Effectiveness
Effectiveness of the leadership team is imperative and must be monitored and modified for best practices (Brooms, 2020).
Leadership Style
Leadership style impacts production and organizational culture (Allen, 2019).
Related Studies
Research supports high turnover rates among Black Male educators are both realities (Park & Pierce, 2020).
Black Males are reluctant to stay employed in the education field (Bryan & Milton Williams, 2017).
Existing problem with millennial turnover which includes the influence of motivating factors that are different from preceding generations (Frian & Mulyani, 2018).
Black Males’ motivating factors from most of their colleagues (Brown & Thomas, 2020).
Junior level professionals are prone to hold established professional identities that can lead to turnover (Ahuja et al., 2019).
Black Males conceptualized identities that do not match up the (Brooms, 2020).
Motivating factors behind millennial turnover and perceived identity is stress (Frian & Mulyani, 2018).
Perception by and of Black Males (Woodson et al., 2020).
Employee Burnout (Tang et al., 2017).
Personal struggles
Work environment issues
Social support are social issues that are believed to contribute to employee burnout and turnover
Clear and consistent communication coupled with perceived equitable treatment from their leadership (Wallace, 2020).
Administrators may benefit from deploying clear, concise, and consistent communication with employees (Katz et al., 2021).
Employees who view leadership in a positive light are less likely to become a negative turnover statistic (Katz et al., 2021).
Anticipated Themes and Discovered Themes
Shift in the theme of understanding the perception of the Black Male teacher and their perceptions of the career field (Woodson et al., 2020). Wallace (2020)
Student population is becoming increasingly diverse and the need for Black Male teachers is increasing (Wallace, 2020).
Leadership styles are essential when trying to lead the Black Male (Wallace, 2020).
The Black Male perspective is a necessity to improve the recruitment rate and decrease the turnover rate (Scott & Alexander, 2018).
Offensive behaviors should be acknowledged to positively impact racial socialization processes (Said & Feldmeyer, 2019).
African Americans face unparalleled experiences that foster a unique and shared worldview, that weakens bonds with mainstream society and permeates susceptibility for greater offending (Said & Feldmeyer, 2019).
Black Males need to be openly reflective and forthcoming with mitigating factors that impact their desire to enter and remain within the education field (Said & Feldmeyer, 2019).
Colleagues and leadership should become more conscious of mitigating factors and work towards change (Said & Feldmeyer, 2019).
The status quo has not been good enough (Morrison, 2017).
Leadership perspective in the educational setting (Morrison, 2017).
Creating vision
Commitment to school and staff
Ability to create an environment that is collegial and supportive are key factors
Being approachable
A good communicator
Strong ethical disposition
Flexible and adaptable
ability to cope with:
ambiguity
creativity
empathy
flexibility
good judgment
humility
optimism
perseverance
resilience
a sense of humor
Everything must be considered but within the scope of how these things will be received by the Black Males and by those with which they work (Morrison, 2017).
Trust between leadership and the Black Male teacher is paramount (Morrison, 2017).
The absence of the Black Male in education is a deterrent toward recruitment into the job field (Meidl, 2018).
Unapparent obstacles outside of interest and desire that hinder the Black Male from pursuing a career in education (Brooms, 2020).
Profession is seen as a female position opposing black masculinity beliefs (Woodson et al., 2020).
Black Males cultural awareness or lack thereof (Woodson et al., 2020).
Education was denied to blacks and the expectations of Black Males have suffered throughout time (Bryan & Milton Williams, 2017).
Just bodies in the classroom permeates a further loss of African American history and identity (Bryan & Milton Williams, 2017).
Disdain for education and educators through cultural roots (Bryan & Milton Williams, 2017).
The ability to center Black cultural knowledge as a part of official school knowledge and to draw from it to support the academic success, cultural competence, and sociopolitical awareness of Black students (Bryan & Milton Williams, 2017).
Definition of blackness that is often considered (Woodson et al., 2020).
Leadership encouragement of autonomy for cultural education
Summary
Focus on the perceptions and experiences of Black Males
Primary objective to gain an understanding of the unique situation that Black Males face in public education while adding to the already established knowledge available. T
Designed to lay a groundwork for further research.
Selected leadership practices are reviewed
The correct leadership style properly being selected and implemented with consideration to the insight provided by the research of Black Males in education
Exploration of the mitigating factors in the Black Male experience and perception
The leader’s ability to be a catalyst in the success or failure of the recruitment and retention of the Black Male teacher.
The specific focus on Black Male teachers in Virginia Beach will provide a more succinct scope into the field.
Determining factors could potentially be the lynchpins to creating a pipeline for success with new knowledge unearthed that will positively impact recruitment and retention
Explanation of the flow of the literature review and how all parts work together.
References
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Allen, K. M. (2019). Transformative vision. Journal for Multicultural Education, 13(1), 82–93. https://doi.org/10.1108/jme-04-2017-0029
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