Date of Conferral
8-26-2025
Degree
Doctor of Human Services (D.H.S.)
School
Human Services
Advisor
Douglas McCoy
Abstract
Educators who self-identify as African American male educators are underrepresented in educational leadership and scholarship on service learning, despite the significant roles they play in shaping urban educational spaces. In this qualitative phenomenological study, the lived service experiences of five African American male educators who engaged in service-learning and volunteerism in urban schools were explored. The purpose was to examine how these educators narrated their service experiences and how those experiences intersected with their identity as African American males. African American male theory was used to frame the study, emphasizing cultural heritage, resistance to deficit perspectives, and the affirmation of Black male identity. Data were collected through a series of three in-depth interviews per participant and analyzed through thematic coding and cross-case synthesis. Six distinct themes burgeoned across the interviews: spiritual calling, mentorship legacy, identity reclamation, community representation, educator purpose, and cultural affirmation. Participants described service-learning as both a professional responsibility and a culturally grounded expression of their values, spirituality, and identity. The study has implications for educational practice and policy, suggesting that service-learning should be recognized as a culturally affirming pedagogy. Institutions such as colleges and school systems, and teacher education programs can benefit from integrating African American male theory into curriculum development to support the holistic identities and contributions of Black male educators.
Recommended Citation
Paige, Gia N., "Exploring the Service-Learning Volunteer Experience of African American Male Educators in Urban Schools" (2025). Walden Dissertations and Doctoral Studies. 18335.
https://scholarworks.waldenu.edu/dissertations/18335
