Date of Graduation

Summer 2026

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Education Policy, Planning, and Administration

Committee Chairperson

John Elmore, Ph.D.

Committee Member

Jason Wozniak, Ph.D.

Committee Member

Jason Wozniak, Ph.D.

Abstract

Education extends beyond the transmission of knowledge; it shapes identities, cultivates values, determines whose knowledge is recognized, and influences how individuals understand themselves and society. As a result, education can either reproduce existing inequalities or challenge them through equitable and humanizing practices. This thesis examines the persistent underrepresentation of Black male educators in American public education, arguing that the issue extends beyond workforce demographics to questions of equity, representation, identity, and justice. Drawing upon personal experiences as both a Black student and mathematics teacher, this study explores how the absence of Black male educators affects students’ sense of belonging, perceptions of leadership, and educational opportunities. It also examines the historical, cultural, and institutional factors contributing to this underrepresentation. Grounded in Critical Action Research, the study draws upon behaviorism, constructivism, critical constructivism, critical pedagogy, and the work of Paulo Freire, John Dewey, Steve Biko, bell hooks, W. E. B. Du Bois, and others. Ultimately, this thesis argues that increasing Black male educator representation is essential to creating more equitable, inclusive, and humanizing educational environments while advancing teacher diversity, educational justice, and education’s transformative role in a democratic society.

Final Version Confirmation

1

Download

Available for download on Sunday, August 05, 2029

Share

COinS