Theses and Dissertations from DePaul University

Date of Award

4-16-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

College of Education

First Advisor

Amira Proweller

Abstract

The statistics related to the small number of Black teachers in U.S. K-12 public schools are alarming. Drawing on critical race theory, this qualitative phenomenological research study examined the lived experience of eight current and former Black teachers and their decisions to either stay in or leave the K-12 public school classroom. The findings of this study point to reasons why Black teachers have contemplated leaving the classroom or made the decision to remain. Out of the eight Black participants, three decided to terminate their career as a classroom teacher. Although experiences of barriers were shared, all of them concluded that they understand how valuable they are as Black educators. The participants’ interview responses revealed that the presence of a Black educator is vital in the classroom. Most importantly, there is a dire need to recruit and retain Black teachers in K-12 public schools. The implications of this study shed light on the need for teacher preparation programs to be overhauled to support Black teachers. In addition, it is imperative that school districts foster an inclusive environment where Black teachers feel supported for the purposes of staying in teaching.

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