ABSTRACT LISA L.WILLIAMS. Staying Power: Insights From Black Male Teachers Committed to North Carolina’s Title I Middle Schools. (Under the direction of DR. REBECCA SHORE) This qualitative phenomenological study explored why Black male teachers choose to enter and remain in the profession, specifically within Title I middle schools in North Carolina. The study addresses their underrepresentation, accounting for only 2% of the national teacher workforce, despite their positive impact on students of color (Black & Rice, 2020; Dee, 2004; Gershenson et al., 2021). Semi-structured interviews were conducted with eight Black male teachers with at least 3 years of experience in Title I middle schools. Inductive thematic analysis, using open and axial coding, was conducted to identify patterns and themes within the responses. Three questions guided this study:1. In what ways do Black male teachers perceive factors to have contributed to their entering and remaining in the teaching profession, specifically in Title I middle schools? 2. In what ways have Black male teachers faced challenges working in Title I middle schools? 3. What strengths, experiences, and/or opportunities did Black male teachers perceive they leveraged to overcome challenges in Title I middle schools in North Carolina?Analysis revealed four themes:1. A sense of social responsibility2. A strong sense of purpose3. Culture as a pathway to empowerment 4. Administrative support as a catalyst for professional and personal resilienceFindings show the “staying power” of Black male teachers in Title I schools stems from the interplay of personal calling, community commitment, culturally responsive practices, and supportive environments.
