Date of Award

Spring 4-23-2024

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Middle and Secondary Education

First Advisor

Dr. Natalie King

Second Advisor

Dr. Patrick Enderle

Third Advisor

Dr. Christopher Jett

Abstract

This qualitative study explored how Black male STEM professionals entered into the teaching profession and transitioned to become secondary science teachers. Various strategies have been implemented to address disparities in Black male representation, yet research still suggests that less than two percent of Black males are educators (NASEM, 2020). Furthermore, their narratives are rarely shared to understand their journeys and positioning as teachers. I employed Critical Race Theory to challenge deficit explanations and explore alternative perspectives regarding conditions that may contribute to disparities in representation across education, specifically within science content areas (Ladson-Billings, 1995; Milner, 2008). In this study, I presented the experiences of 4 four Black male early-career science teachers who participated in a fellowship program designed to prepare highly effective STEM teachers for high-need secondary schools in urban contexts. I employed narrative inquiry to construct counterstories from experiences (Connelly & Clandinin, 2006). Findings revealed that being selected as a Noyce Teaching Fellow gave them a sense of purpose and support. The Black male teacher participants transferred skills from industry into the classroom and defined their success by maintaining high expectations and encouraging students’ academic success.

Index Words: Black males, early career teachers, counterstories, secondary science, Noyce Scholars Program

DOI

https://doi.org/10.57709/36964098

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