Black Male Teachers’ Persistence From a Situated-Expectancy Value Lens

• In Event: Spotlight on Teachers: Insights From Teacher Emotion and Motivation Research

Abstract

Black male teachers (BMTs) comprise 2% of the teacher population in the United States. There is a need to diversify the teacher workforce as BMTs are influential in students’ academic performance and personal growth. While BMTs’ experiences have been studied, we are less clear on the motivational processes behind their decision to teach. This phenomenological study examined the experiences of BMTs and factors that have impacted their persistence in teaching using Situated Expectancy-Value theory (SEVT). Interviews were conducted with 11 BMTs who have persisted in teaching for at least 3 years. The participants reported persisting in teaching mainly for communal reasons despite racialized challenges and various costs. Results indicated that costs can be motivating and are context dependent.

Authors

• Kendra Yvonne Hall, Old Dominion University

• Tony Perez, Old Dominion University

• Denelle Wallace-Alexander, Norfolk State University

• Linda Bol, Old Dominion University