Department of Teaching, Learning and Teacher Education


First Advisor

John Raible

Date of this Version



Fant, T. L. (2017) Black Male and Teaching: Exploring the Experiences, Perspectives and Teaching Practices of Black Male Teachers. PhD dissertation, University of Nebraska


A DISSERTATION Presented to the Faculty of the Graduate College at the University of Nebraska in Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Educational Studies (Teaching, Learning and Teacher Education), Under the Supervision of Associate Professor John Raible. Lincoln, Nebraska: May, 2017

Copyright (c) 2017 Tyrie Lavyal Fant


As America’s K-12 student population continues to become more diverse, it is important that the ethnic background of the teacher population reflect this change. A crucial aspect of this diversification effort includes black male teachers.

The purpose of this study was to explore and examine the experiences and perspectives of African American male K-12 teachers. In doing so, this study would help to tell us more about their identities, teachings and relationships with other educational staff and students. Other secondary focus areas include black male teacher experiences within their educational settings and how black male teachers describe their relationships with minority students-especially males.

In conducting the study one-on-one face-to-face interviews were conducted along with participant observations. Emergent themes that surfaced were: lack of black male teachers, being the only black male teacher, being a role model, being a disciplinarian, and teaching being a gendered and ethnic dominated profession. The participants highlighted issues that questioned notions of gender matching teachers and students along with debating the assurance of acceptance of black male teachers from minority students solely on the basis of their ethnic background. Additionally, participants described issues of ascribed and self-defined identities as black male teachers.

Findings in this study can be used by teacher preparation programs, educational policy makers and administrators to facilitate positive change in the continued diversification of America’s teacher workforce for the purpose of improving academic achievement for K-12 students.

Advisor: John Raible