A Narrative Inquiry Into the Lived Experiences of Resilience in African American Secondary Male Teachers on Predominantly White Campuses
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Summer 2023
Abstract
This narrative inquiry uses the framework of Connelly and Clandinin to restory the experiences of three African American secondary teachers in suburban or rural campuses. African American teachers are underrepresented in the field of education and educational research. Their stories of personal resilience during a time of extreme challenge due to racial and political tensions in the country and the worldwide COVID-19 pandemic can give insight into the sources of resilience that can best be used by school leaders to help support and retain this group of teachers and others in the classroom. This study explores the personal narratives of three African American male teachers through semistructured interviews and examines the teachers’ stories using a framework that connects Polidore’s theory of resilience, relational- cultural resilience theory, and Fraser’s social justice theory to guide the narratives and data analysis process. Through the restorying process, the study looks to identify the dominant traits of resilience that help to retain African American teachers in the classroom and gain anunderstanding of this underrepresented group's experience in the classroom and the ways it may differ from the dominant teacher demographic group.
Advisor
Julia Ballenger
Subject Categories
Education | Secondary Education
Recommended Citation
Hamilton, Rina, "A Narrative Inquiry Into the Lived Experiences of Resilience in African American Secondary Male Teachers on Predominantly White Campuses" (2023). Electronic Theses & Dissertations. 1103.
https://digitalcommons.tamuc.edu/etd/1103
