Against the odds: A phenomenological study of African American male teachers in a rural elementary/high school

Many studies have documented the failure and attrition of African American male students to complete high school or college. Much less attention has been given to the ways in which these students successfully matriculate from these institutions. The purpose of this phenomenological study was to understand the experiences of African American male teachers as they progressed from primary to post secondary institutions. A purposive sampling procedure was used to select eight participants for structured interviews. Interviews were designed to gather information on how personal attributes and perceptions; relationships, external influences and institutional factors impacted academic progress. Research questions sought to reveal the factors and instructional strategies that led to successful academic performance of African American males. They also sought to uncover the impact of teacher expectations as well as the role of parents, guardians, and peers on the academic success of African American male students. The interviews were audio recorded and transcribed. Upon studying the transcripts, sorting and analysis revealed several themes. Of the eight respondents interviewed, all of them possessed a sense of self-efficacy. They were all intrinsically motivated and were not deterred by the obstacles of racism or poverty. Seven out of eight respondents reported being identified with academics throughout their entire school careers; not just high school. All of the males recanted positive school experiences without incidents of bullying or fighting. Seven out of eight participants reported residential fathers. Implications for social change include the use of mentoring and guidance for African American males. Results will be of most interest to educators of African American males.