Date of Conferral



Doctor of Education (Ed.D.)




Shelly Arneson


There is a shortage of African American males teaching in primarily minority student population elementary schools. Understanding why the current African American male teachers accepted positions in schools will provide insight into what attracted them to the school systems and the pros and cons for retention. The purpose of this study was to explore the perceptions of African American male teachers on the challenges and benefits of teaching at a predominately minority elementary school, and to ascertain strategies for recruiting and retaining African American male teachers in the profession. These views and strategies can help gain perspectives on attracting more African American male teachers. The conceptual frameworks for this study was based on Vroom’s expectancy theory and Ladson-Billings’ culturally relevant pedagogy theory. The research questions center on how African American male teachers describe the challenges and benefits of teaching, and strategies for retention and recruitment at a predominately minority school. Using a qualitative case study design, interviews were conducted to better understand the perceptions of 9 African American male teachers. The data analysis process consisted of multiple steps in the analysis of the interviews and archival data. The audio and notes were transcribed, and the information compared and corrected for accuracy of thought. Next, coding was conducted, grouped into specific categories, and then analyzed for concepts and themes. Results showed that African American male teachers need to be recruited, mentored, empowered and retained to support minority students’ learning. Also, African American male teachers need to be a part of the decision-making process. The positive social change for the organization would be the increase academic achievement for all the student at the school, particularly those of color who are currently failing.