A story to tell: chronicling retired, Black male teachers’ lived experiences with Whiteness in the workplace

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Theron Antonio Stallworth (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Craig Peck

Abstract: Studies regarding Black male teachers’ experiences working in predominantly White schools are rarely found in academic literature. This is especially true of retired Black male teachers who worked in predominantly White settings. The pronounced absence of profiles of these men is a concern, since less than three percent of classroom teachers are Black men. Using an oral history methodology, I share the life stories of three retired, Black male teachers who spent their teaching careers in predominantly White schools. These schools employed 80% or more White teaching faculty and served 60% or more White student population. I used semi-structured interviews to examine how my research participants navigated Whiteness, maintained their cultural and racial identities, and learned lessons from their experiences. I report my findings in the form of extended profiles of each of my participants. In my analysis, I examined similarities and differences in the way Whiteness affected each man professionally. I also provide recommendations for ways in which America may be able to increase the number of Black male classroom teachers in predominantly White schools or any other school setting.

Additional Information

Language: English
Date: 2020
Anti-Black Bias, Lived Experiences, Oral History, Race, Stereotypes, Whiteness
African American teachers $x Attitudes
Male teachers $z United States $x Attitudes
Retired teachers $z United States $x Attitudes
Racism in education $z United States

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