Investigating Preservice Black Male Teachers' Identity as Men, Teachers, and Researchers Through Undergraduate Research

• In Event: Marriott Roundtable Session 14
  In Roundtable Session: Critically Examining the Trajectories of Black Male Teachers From Teacher Preparation Through Induction

Abstract

Objective and Purpose: This study describes three pre-service Black male teachers’ experiences participating in a summer undergraduate participatory action research project about Black male teachers.

Theoretical Framework: This study uses African American male theory (Bush & Bush, 2013) and scholar identity model (Whiting, 2009), to describe how an undergraduate research experience helped to enhance pre-service teachers unique identities as Black men, teachers, and researchers.

Methods, Technique, Modes of Inquiry: This qualitative study focuses on the experiences of three Black male pre-service teachers who participate in a summer undergraduate action research project about Black males.

Data Sources: The data corpus for this study consists of individual and focus group interviews, video and audio recorded research sessions, pictures, artifacts, and documents.

Results/Substantiated Conclusions: Findings illustrated how participants’ self-proclaimed identities as a preacher, Black nerd (Blerd), and free-spirited educator were enhanced and further developed through the research project. For example, Carson who is an ordained minister saw that teaching was another form of ministry. Moreover, Byron, a self-proclaimed Blerd believed he was a counter to the stereotypical image of Black male teachers as he created relationships with his students at his internship site through his love of comic books. Participants believed that the because the HBCU campus environment was so diverse, they were encouraged and supported by classmates and faculty in developing these identities. Lastly, participants noted how researching about Black male teachers gave them a new perspective on their own experiences as pre-service teachers.

Scientific/Scholarly Significance: Research of pre-service Black male teachers’ experiences in teacher education programs are limited, in general, and particularly at Historically Black Colleges and Universities (HBCUs). Moreover, there is little research about the initiatives established to support Black men in teacher education programs and how they impact them. Studies have found that undergraduate research has yielded positive results with student retention. However, research of Black male students’ experiences participating in undergraduate research is scarce in general and specifically in teacher education programs at HBCUs. Given this gap in the literature, this study is significant to the research on Black male pre-service teachers and undergraduate research experiences. Furthermore, this study offers implications and recommendations on how to support pre-service Black male teachers in teacher education programs and undergraduate research experiences.

Authors

• Julius Davis, Bowie State University

• Keisha McIntosh Allen, University of Maryland - Baltimore County

• John Watts

• Brandon Wesley McKay-Davis, Prince George's County Public Schools

• Avery Thomas, Bowie State University

• Wil Parker, Bowie State Unviersity