A Phenomenological Study of Perspectives on Teacher Diversity and the Lived Experiences of Black Public School Teachers
The purpose of this study was to explore the perspectives and lived experiences of Black public school teachers as related to the underrepresentation of Black teachers in the teaching profession. Data were collected through interviews with ten teachers who identified as Black and were employed by two school districts in northeastern Rhode Island. Through phenomenology as a methodology, and autoethnography as a method, this study sought to explore the lived experiences of Black teachers in contemporary public school settings and their perspectives on teacher diversity. This study provides an in-depth and intimate understanding of what it is like and what it means to be a Black teacher and the various emotionally charged and sensitive topics experienced by members of the group experiencing this phenomenon. This study focuses on what can be learned from the stories that each person brought to the research encounter and how to improve diversity in the teacher workforce.
African American Studies|Education
"A Phenomenological Study of Perspectives on Teacher Diversity and the Lived Experiences of Black Public School Teachers"
Dissertations and Master's Theses (Campus Access).