Article

Resilience Despite "Integration": Black Men Educators' Perceptions About and Responsibility to Equitable Representation in K–12 Education

---

Abstract

Almost seven decades after the Supreme Court’s 1954 Brown v Board of Education decision, African American/Black men are still vastly underrepresented in the K-12 public education profession. In this qualitative, phenomenological research study, a small sample of Black men educators who chose to enter and remain in the profession, shared their lived experiences. Three research questions informed this study: (1) What are African American/Black men’s perceptions of their representation in the K-12 public education profession? (2) What are African American/Black men’s perceptions regarding their entrance and retention in the K-12 public education profession? and (3)What are African American/Black men’s perceptions regarding the responsibilities African American men have to and within the K-12 public education profession? Findings show that while Black men are still underrepresented in K-12 public education, they have been resilient in remaining in the field and defining their roles, commitments, and responsibilities despite feelings of isolation, tokenism, and stereotypes.

Keywords: equity, representation, underrepresentation, discipline practices, tokenism, Black educators, desegregation, elementary education, retention, recruitment, responsibilities, disparity, integration, identity development, nigrescence, desgregation

How to Cite:

Anderson, T. T. & Gordon, S. R., (2022) “Resilience Despite "Integration": Black Men Educators' Perceptions About and Responsibility to Equitable Representation in K–12 Education”, Journal of Critical Thought and Praxis 11(2). doi: https://doi.org/10.31274/jctp.12952