Announcing the Final Examination of Shane Wiggan for the degree of Doctor of Education
There is a shortage of Black male teachers in the United States and an even smaller proportion of Black male mathematics teachers. With the population of students in the United States becoming increasingly more diverse, we would greatly benefit from a teaching workforce that aligns with the rich diversity of the student population they serve. This narrative inquiry explored the lived experiences that attracted Black men to the mathematics teaching career and what may have inspired them to continue teaching. The goal was for the data collected through the narratives of four Black male teachers, two former teachers, and two who remained in the classroom to reveal strategies to inform and bolster recruitment and retention efforts to increase the number of mathematics teachers of color.
Data were gathered through interviews, and an artifact was collected from each participant to support their narratives. A thematic analysis was used to identify three common themes among all four participants: relationships, motivations, and defining moments. The data supports altruistic and intrinsic motivational factors for Black males choosing to become mathematics teachers. Each participant mentioned impacting students as a motivational factor that led them to teaching. Three of the four participants had an informal education experience, which they enjoyed and credited as a reason they became mathematics teachers. The two former teachers left the classroom in part due to a lack of curriculum autonomy. This study recommends supporting teacher preparation programs and school districts on strategies to improve the recruitment and retention of Black male mathematics teachers.
Chair: Dr. Sarah B. Bush
The public is welcome to attend. Please contact Committee Chair (Sarah.Bush@ucf.edu) for details regarding attendance.
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