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Dissertation
Role modeling: does the presence of Black male teachers as role models to Black male students alleviate the presence of stereotype threat during that child's educational experience in the Black male teacher's classroom? : a phenomenological study
Doctor of Education (Ed.D.), Drexel University
Sep 2025
DOI:
https://doi.org/10.17918/00011194
Abstract
The purpose of this phenomenological study was to explore the lived experiences of eight Black male students taught by Black male teachers in an urban K-8 public school. The purpose was to understand how these students articulate their educational experiences, the role of race and gender in shaping those experiences, and the influence of Black male teachers on their motivation, sense of belonging, trust, and academic engagement. Drawing on stereotype threat theory as the primary theoretical framework, the study examined how teacher-student racial congruence and relational trust may mitigate the negative effects often associated with stereotype threat. These effects include but are not limited to; diminished performance, disidentification, lack of trust, and self-doubt. Data were collected through focus groups and interviews, producing rich narratives that yielded themes organized across three research questions. The findings highlighted the significance of trust, identity safety, role modeling, and belonging as central to how students made meaning of their experiences. Students consistently described Black male teachers as role models who combined high expectations with relatability and cultural understanding, which challenged stereotypes about Black males while affirming students' abilities and identities. These findings suggest that teacher diversity and relational practices are critical levers for disrupting stereotype threat and promoting equitable educational experiences and outcomes for Black male students. Implications include the need for recruiting and retaining Black male teachers, as well as, fostering school climates that affirm racial identity. By centering Black male student voices, this study contributes to the growing body of research on Black male educational experiences and highlights the transformative potential of teacher-student relationships in countering systematic inequities.
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Details
- Title
- Role modeling
- Creators
- LeRoy Hall Jr.
- Contributors
- Christopher G. Wright (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- vii, 110 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022098042904721