Black male educators' perceptions and experiences with young Black male students: A phenomenological study

Researchers do not fully understand the exchange between Black male teachers' perceptions and experiences with Black male students' social and academic challenges in the classroom because the topic has been underrated in much of the theoretical research (Thomas et al., 2009). The main objectives of this qualitative analysis were to inquire into Black male educators' background experiences and perceptions regarding the complexities of teaching Black male students and to ask Black male teachers about techniques they use in helping young Black males achieve success in the classroom. Data were collected through the use of semi-structured interviews and analyzed to identify themes, which included: Lost generation; Consistent support system; Absent fathers; Daily reflection; High Expectations; Parent accountability; Public school's role and It Takes a Village. The findings show the main issues as a lack of discipline and motivation, false and negative perceptions from social media, lack of parent accountability, and a culturally irrelevant curriculum. The most effective strategies are lessons that reflect student interest and a consistent demand of high expectations. Recommendations to educational stakeholders is that there is a need for a more diverse curriculum, inclusion of more single-gender classes, professional development for educators, and mentoring programs in local recreational centers.