University of Illinois Urbana-Champaign

Same, but different; different, yet same: an exploratory qualitative study of how K-12 educational experiences of Black males can inform teacher professional development

McCarty, Marcus A.

Content Files
MCCARTY-DISSERTATION-2024.pdf

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https://hdl.handle.net/2142/124337

Description

Title
Same, but different; different, yet same: an exploratory qualitative study of how K-12 educational experiences of Black males can inform teacher professional development
Author(s)
McCarty, Marcus A.
Issue Date
2024-04-22
Director of Research (if dissertation) or Advisor (if thesis)
Ward Hood, Denice
Doctoral Committee Chair(s)
Ward Hood, Denice
Committee Member(s)
  • Pak, Yoon
  • Moton, Theopolies
  • Span, Christopher
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
  • Culturally Relevant
  • Critical Race Theory
  • Education
  • Professional Development
  • Black males
Abstract
The purpose of this research was to understand better how Black males are impacted by racism during their K-12 experiences and how that impact has played a part in their adulthood. Drawing from research that examines Black males in the education system, this study used the methodology of interviews and focus groups to examine Black males and their journey through the K-12 educational system in various regions across the United States. In Phase 1, research participants were asked to reflect on their K-12 journey regarding their understanding of Blackness, student and teacher interactions, and discipline. In Phase 2, participants were asked to reflect on how their K-12 experience impacts their adult interactions and perspectives related to the workplace environment, manager interactions, coworker interactions, and their comfortability expressing and embracing their Blackness as an adult in the workplace. Research participants went through individual interviews and participated in focus groups to further uncover potential instances in which another participant may have triggered a memory throughout their own experience. Findings indicate that Black male students in K-12 and the workplace have different experiences than their white counterparts. However, the Black males in this study had similar experiences to each other despite growing up in different regions and having varying school and workplace contexts. This finding highlights that racism, and the impact of racism are embedded within the school system and the impacts aren’t eradicated post K-12 completion.
Graduation Semester
2024-05
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/124337
Copyright and License Information
Copyright 2024 Marcus McCarty

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Graduate Theses and Dissertations at Illinois