University of Southern California Dissertations and Theses

Recruiting African American male teachers to K-12 public school education: an evaluation study

(USC Thesis Other)

Recruiting African American male teachers to K-12 public school education: an evaluation study

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

RECRUITING AFRICAN AMERICAN MALE TEACHERS TO K–12 PUBLIC SCHOOL
EDUCATION: AN EVALUATION STUDY
by
Joel David Erby Sr.

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2023

Copyright 2023 Joel David Erby Sr.

ii
Dedication
To my wife Lisa, my four children, Joel II, Scout, Harlem, and Nasri, for always allowing
me to just be “Dad” and still loving me when I did not know what love was! Without their help,
support and encouragement, I would not have been able to complete this journey. I am forever
grateful that the sacrifices that were made in order to ensure my success and goals were
spearheaded by their faith in me! Yes… I love you, Erby 6! (I love you too, Atari the Akita) My
dog!!
To every young African American boy who ever had a dream of becoming what the
world said that he could not! May you always realize that the journey will never be easy and also
very lonesome at times, but that you keep the will to succeed as the motivation to always “finish
what you start”! I pray that whatever journey GOD has for you that you remember to always rely
on HIM. When you think there is nothing left, remember my special journey that showed me that
as long as you do not quit, there is always something left in you to finish what you started!
Finally, to the University of Southern California. You turned a man who doubted his
abilities and goals and who feared the unknown into a confident, proactive, and resilient man
who is ready to change the world in whatever capacity and path that GOD leads me to! For that, I
am forever thankful and grateful! I will always be inspired by the faith given to me to take on the
challenges presented by Rossier School and the OCL program! Although every person’s
experience in this program is different and unique, I hope that each person who goes through the
program feels your love and dedication to them!
FIGHT ON!!!!!!

iii
Acknowledgements
My first acknowledgement and thank you goes to GOD, my Father in Heaven, for never
giving up on me when I gave up on myself so many times. HE provided opportunities and
miracles when I was trying to throw them all away! I owe an immense amount of thanks to my
dissertation chair, Dr. Helena Seli, for her guidance, support, and encouragement. Without your
voice in the back of my head, with your wonderful accent, I would not be here right now! I also
must thank Lucia Monzon, my academic advisor, for having the most faith in me, the best ear
that listened to me, and the person who was the biggest encourager of faith and perseverance
throughout this difficult journey! Thank you to my other committee members, Dr. Artinah
Samkian and Dr. Wayne Combs, for your investment in my success. Even though there was a
significant break in my journey on multiple occasions, you still found a way to treat me as a
human being, a student, and allowed me to embrace the process in a kind, thoughtful, yet
encouraging way. I owe a lot to you both for the behind-the-scenes thoughts and prayers!
I would like to thank my mother, Dr. Marci Ann Erby, for allowing me to see what
dreams look like when they come true. She is the closest thing next to GOD in my life, my angel,
and I will never forget the reason she inspired me to achieve the impossible! I love you, mom! I
would also like to thank my grandmother, Ann Anderson, who never saw me start this journey,
but who is definitely in my heart as I am finishing it! ( I am having a tall glass of iced tea
thinking about you!) I want to thank all the professors I have studied under during this process.
Each professor brought a passion for learning, which made me think deeper about educational
philosophies, yet made the experience a fun journey encompassed with encouraging words,
behind-the-scenes help, a genuine sense of care, teamwork, and understanding for the challenges
of this journey!

iv
This journey was filled with happiness, sadness, loss, depression, excitement, love,
togetherness, teamwork, commitment, but most of all, perseverance! I greatly appreciate the
patience and understanding throughout my rollercoaster process. To my colleagues in OCL
Cohort 5, thank you for sharing your lives with me. I love you guys! You accepted me from Day
1, from the very first meeting, dinner, and night out with the extra bottles of libations! Special
thanks to my ride-or-die members, Dr. Daniel Gomez, Dr. Mandy Rodriguez, and Dr. Sidney
Fleming! Among the three, your hearts were so open to always give, and I am thankful to call
you my dear friends. RIP Charles W. Patmon, Jr.
Finally, a special thanks and shout out to Neil Phillips, Louis Parker, and Visible Men
Academy for allowing me the opportunity to take this journey beginning in 2015! I cannot thank
you enough for helping me apply to the program in 2016 through your initial funding and paying
off my transcripts! To those who have passed on, my “birth mother and father,” thanks for
having me and making the tough decision to let me go to a better place than you could have
provided at the time! That is how I got here, at this very moment in time! It all seemed to work
itself out for the good! A special thank you to my editor Dr. Guadalupe Montano! If I could give
one final bit of advice, it would be to always “Fight On!”

v
Table of Contents
Dedication ....................................................................................................................................... ii
Acknowledgements ........................................................................................................................ iii
List of Tables ................................................................................................................................ vii
Abstract ........................................................................................................................................ viii
Chapter One: Introduction ...............................................................................................................1
Organizational Context and Mission ...................................................................................1
Importance of Addressing the Problem ...............................................................................2
Organizational Performance Goal ........................................................................................4
Stakeholder Group of Focus and Stakeholder Goal .............................................................6
Purpose of the Project and Questions ..................................................................................6
Methodological Framework .................................................................................................7
Chapter Two: Review of the Literature ...........................................................................................9
Importance of Recruiting for Diversity..............................................................................10
Recruitment Team’s Knowledge, Motivation and Organizational Influences ..................17
Conceptual Framework: The Interaction of Human Resources Knowledge,
Motivation and the Organizational Context .......................................................................33
Chapter Three: Methodology .........................................................................................................38
Participating Stakeholders With Sampling Criteria for Interview .....................................39
Interview Sampling (Recruitment) Strategy and Rationale ...............................................40
Interviews ...........................................................................................................................41
Documents and Artifacts....................................................................................................42
Data Analysis .....................................................................................................................43
Credibility and Trustworthiness .........................................................................................44
Ethics..................................................................................................................................45

vi
Chapter Four: Results ....................................................................................................................47
Participants .........................................................................................................................47
Knowledge Influence Findings ..........................................................................................49
Motivation Findings ...........................................................................................................58
Organizational Influences Findings ...................................................................................63
Summary ............................................................................................................................68
Chapter Five: Discussion ...............................................................................................................69
Recommendations for Practice ..........................................................................................75
Future Research .................................................................................................................80
Limitations and Delimitations ............................................................................................81
Conclusion .........................................................................................................................82
References ......................................................................................................................................85
Appendix: Interview Protocol ......................................................................................................100

vii
List of Tables
Table 1: Organizational Mission and Organizational Performance Goal ........................................5
Table 2: Knowledge Influences on Stakeholders...........................................................................24
Table 3: Motivational Influences on Stakeholders ........................................................................27
Table 4: Organizational Influences on Stakeholders .....................................................................32
Table 5: Interview Participants ......................................................................................................48
Table 6: Interview Participant Comments Regarding Understanding the Importance of Having
African American Male Teachers and the Drawbacks of Not Having Them ................................52
Table 7: Interview Participant Comments Regarding Implementing Effective Strategies to
Recruit African American Male Teacher Candidates ....................................................................55
Table 8: Interview Participant Comments on Reflecting on the Strengths and Challenges of
Implementing Recruitment Strategies for African American Male Teacher Candidates ..............58
Table 9: Interview Participant Comments on Motivation to Recruit African American Male
Teachers .........................................................................................................................................60
Table 10: Interview Participant Comments Regarding Understanding the Value of Recruiting
More African American Male Teachers ........................................................................................62

viii
Abstract
Across the nation, school districts struggle to recruit and retain African American male teachers,
which can harm overall student outcomes, particularly of African American boys. This study
focused on one recruitment team’s ability to recruit African American male candidates. The
purpose of this project was to assess the factors that contributed to or hindered the recruitment of
African American men. The study focused on the recruitment team’s knowledge, motivation and
organizational influences that were related to achieving the goal. The results revealed that the
recruitment team exhibited some knowledge and motivation to achieve their goal but that the
overall support from the organization regarding communication, and a lack of professional
development opportunities, caused a sense of mixed efficacy amongst the recruitment team. The
lack of consistency in communication from the organization created obstacles in goal setting and
implementing new recruiting strategies. The lack of professional development opportunities
created obstacles in the recruitment team’s knowledge of new recruitment strategies, policies,
and procedures in a continuously changing student demographic setting. Additionally,
recommendations for improvement in communications, while providing opportunities for
consistent professional development, are presented to close some of the gaps that affected
success in recruiting and hiring African American male teachers.

1
Chapter One: Introduction
There is a lack of African American male educators in our public schools, as they
comprise only 2% of the nation’s teaching population (Bristol, 2015). Less than 20% of U.S.
teachers are not White, even though minority students combined make up a majority of K–12
students (Holland, 2014). Disadvantaged African American students are best mentored by
African American teachers and principals (Harris et al., 2004). Fuglei (2014) stated that “having
black teachers in a position of respect and authority can have a profound effect on African-
American students” (p. 2). African American male students need mentors, educators, and
administrators to encourage and promote their academic progress and success (Freeman, 1999;
Gordon et al., 2009). Given the unintended consequences of Brown v. Board of Education, after
which the majority of African American teachers lost their jobs, Hudson and Holmes (1994)
explained that “the loss of African American teachers in public school settings has had a lasting
negative impact on all students, particularly African American students and the communities in
which they reside” (p. 389). The lack of Black male teachers is not a new trend in the United
States and can be traced to the school desegregation era (Brown, 2012).
Organizational Context and Mission
Trust Mission County Public Schools (TMCPS, a pseudonym) is a pre-K through 12
public school district whose mission is to inspire students with a passion for learning,
empowered to pursue their dreams confidently and creatively while contributing to the
community, nation, and world. TMCPS is dedicated to serving students by providing state-of-
the-art curriculum, instruction, and facilities to promote higher student achievement in
preparation for tomorrow’s workforce. In the 2018–2019 school year, TMCPS consisted of
approximately 52,000 students in K–12, as noted by the state’s department of education database

2
in 2018. Of these, about 13.4% were African American. The population is spread over 65
elementary, middle and high schools. All grade levels have fewer than 1,000 African American
students.
Data on certified faculty shows that the district has 2,800 teachers out of 7,000
employees. At the elementary, middle, and high school levels, only 11% of teachers are African
American, with 3% being males. With the district’s current numbers considerably low overall for
African American teachers, TMCPS, the superintendent, and the TMCPS recruitment team have
discussed implementing new diversity recruitment strategies to attract and recruit more African
American male teaching candidates.
Importance of Addressing the Problem
Attempts to increase the number of African American male teachers were driven by
research findings that African American male teachers can improve African American boys’
schooling outcomes (Duncan & Magnuson, 2011). It is important to have African American
male teachers in the classroom to help support a healthy identity for Black students. When
minority youth have a healthy ethnic identity, they are more likely to achieve positive academic,
psychological, and social outcomes (Wakefield & Hudley, 2007). Black male teachers are the
key to helping Black male students in urban schools develop skills to succeed by acting as role
models (Brown, 2012). The African American male teacher to African American male student
ratio in U.S. schools is low.
According to NCES (2015), there are 7.7 million Black students in public education, or
16%, compared to 2% of African American male teachers. Currently, racial/ethnic minority
students are the demographic majority of students attending public schools in the United States
and comprise the majority of urban school students (U.S. Department of Education, 2013). In

3
contrast, less than 20% of teachers are racial or ethnic minorities (Goldring et al., 2013). The
ratio is the largest disparity of race and gender compared to other student demographics in U.S.
public schools (Toldson & Lewis, 2012). Black male teachers comprise only 2% of the national
teacher workforce, while Black students are 17% of our nation’s public school population (Kena
et al., 2015).
Lynn (2002) found that the majority of Black male teachers saw themselves as change
agents, had a responsibility to act as role models, and believed that their identity as Black men
enabled them to relate to students in deep and meaningful ways. School districts should prioritize
teacher diversity and develop strategies to attract and retain teachers of color (Snyder, 2011).
Students who have positive reciprocal relationships with teachers are more likely to receive more
academic support and have higher outcomes (Ferguson, 2003). The disparity in academic
achievement between minority and majority students has been a concern for decades (U.S.
Commission on Civil Rights, 2009).
Academic disparities are even greater when outcomes of only minority males are
considered (Artiles & Trent, 1994; Greene & Forster, 2003). When African American male
students are not nurtured or supported by their teachers, they often understand little of their
actual potential (Noguera, 2003). U.S. Department of Education (2016) data demonstrated that
having at least one Black teacher in third through fifth grades reduced a Black student’s
probability of dropping out of high school by 29%. Cherng (2015) used the Education
Longitudinal Study of 2002 to show that teachers are more likely to underestimate the academic
abilities of minority youth and that these underestimates are related to minority youth developing
lower expectations for their own academic success.

4
Organizational Performance Goal
To address the problem of low numbers of African American male teachers, in 2017, the
TMCPS strategic team, which consisted of teachers, administrators and staff, established a 5-
year plan that included effective recruitment and hiring strategies for African American teachers.
The plan included training staff in establishing specific diverse recruitment goals, success
metrics, and recruiting activities for TMCPS. The human resources department identified the five
goals for addressing the diversity issue within the district over a 5-year span: (a) develop a 2022–
2023 budget for recruitment initiatives that target more African American male candidates; (b)
establish a recruitment committee that will create, monitor, and support all diversity recruitment
initiatives; (c) review and revise talent recruitment brochures, flyers, and marketing materials
that may target a more diverse population; (d) begin talent recruitment trips to schools that
promote diversity as part of their culture and curriculum; and (e) conduct interviews and an
onboarding process that attracts, hires, and nurtures potential African American male candidates.
The district’s recruitment and diversity committee will evaluate the goal of attracting
highly qualified and diverse teacher candidates to determine which strategies are productive,
need modifications, need to be eliminated, or ultimately replaced with strategies designed to
support the plan. This study focused on recruitment team members’ knowledge and ability to
recruit African American males. The study will also focus on the recruitment team member’s
motivation to recruit more African American males despite specific challenges in the
organization. Finally, the study sought to understand the organization’s role in supporting the
recruitment team members’ initiatives to recruit and hire more African American male teachers.
Table 1 explains the organizational mission and performance goal of TMCPS to create a more

5
diverse faculty by recruiting and hiring more African American male teachers by 2023. Table 1
also details the stakeholder’s group of focus and goals.

Table 1
Organizational Mission and Organizational Performance Goal
Organizational mission
TMCPS is a pre-K through 12 public school district whose mission is to inspire students
with a passion for learning, empowered to pursue their dreams confidently and
creatively while contributing to the community, nation, and world. TMCPS school
system is dedicated to serving students by providing state-of-the-art curriculum,
instruction, and facilities to promote higher student achievement in preparation for
tomorrow’s workforce.
Organizational performance goal
By August 2023, TMCPS will increase the number of African American male teachers in
the district from 3% to 5% in order to serve students, provide state-of-the-art
instruction and promote high achievement.
Trust Mission County Public
Schools

By the end of the fiscal year
2022–2023, TMCPS will
review the strategic diversity
plan that will help highlight
the district’s needs and
concerns with the lack of
African American males in
teaching positions which
represent only 3% of the
teaching population.
Superintendent

Before the fiscal year of
2022–2023, the
superintendent will
assess a proposed
implemented diversity
recruitment plan to
address concerns over
the lack of African
American male
teachers within the
district.
TMCPS recruitment team

By August 2023, the
TMCPS recruitment
team will implement
diversity recruitment
strategies to recruit
African American male
candidates through
recruitment trips,
interviews and
onboarding processes.

6
Stakeholder Group of Focus and Stakeholder Goal
While the contributions of all stakeholders will affect the achievement of the
organization’s goal, for practical purposes, only one stakeholder group was the focus of this
study. The TMCPS recruitment team will play a significant role in creating a culture within the
district that redefines practices for hiring, interviewing, recruiting, professional development
around diversity, and creating pathways for more African American male candidates to interview
and teach at the school district. The recruitment team will comprise human resources staff,
school-based administrators, and district-level administrators like directors, executive directors
and current teachers who are alumni of the colleges or universities indicated on the recruitment
schedule four times a year.
Although all stakeholders will review a complete analysis of the strategies to address the
problem, it is important to evaluate specifically where the TMCPS recruitment team is regarding
their knowledge, motivation and organizational influences to implement diversity recruitment
strategies focused on African American male candidates. While recruitment strategies that target
teachers of color have been largely successful, data suggest that these efforts alone do not
address the primary source of staffing problems and the underrepresentation of African
American males (Ingersoll & May, 2011). While recruitment is not enough, it is a critical part of
the goal of hiring a more diverse group of teachers. Stakeholders should continue to strengthen
efforts to recruit and retain teachers of color (Guarino et al., 2006; Ingersoll & May, 2011)
Purpose of the Project and Questions
The purpose of this project was to explore and support the recruitment team’s capacity to
achieve the organizational performance goal to increase the recruitment and hiring of African
American male teachers throughout the district from 3% to 5% by June 2023. Despite the

7
ongoing efforts to recruit more minorities to the teaching field, many commentators see little
success, claiming that, if anything, the student-teacher diversity gap has widened (Villegas et al.,
2012). In the United States, most teachers are White females (Egalite & Kisida, 2018), while
African American men are the most underrepresented demographic in the teaching ranks
(Milner, 2016).
While a complete performance evaluation would focus on all TMCPS stakeholders, for
practical purposes, the stakeholder group of focus for this analysis will be the TMCPS
recruitment team. The analysis will focus on their knowledge, motivation and organizational
influences related to implementing new diversity recruitment strategies that target and recruit
African American male candidates. The following questions guided this study:
1. What are the TMCPS recruitment team’s knowledge and motivation related to
implementing diversity recruitment strategies to recruit African American male
candidates for teaching positions within the district?
2. What is the relationship between the district’s organizational culture and context and
recruitment team members’ knowledge and motivation to implement diversity
recruitment strategies to increase the number of African American male teachers?
3. What are the recommendations for TMCPS in the areas of knowledge, motivation, and
organizational resources that promote a diverse community that targets more African
American male teacher candidates?
Methodological Framework
A qualitative approach will be used to gain an in-depth understanding of the knowledge,
motivation and organizational influences on the performance of recruitment team members.
Qualitative research methodologies explore why or how a phenomenon occurs, how to develop a

8
theory, and describe the nature of an individual’s experience. Qualitative data helps explain or
build upon quantitative results (Creswell et al., 2003). As part of the qualitative component, this
study will consist of interviews. The data will be collected to learn how the knowledge and
motivation for recruitment team members and their efforts to increase the recruitment of African
American male teachers in the district are supported within the organization.
As part of the qualitative study, data collection for this study will explore the use of
documents, artifacts and interviews, including recruitment policies, procedures, historical
recruitment data, brochures, diversity recruitment data collection, and advertisement data. This
study focused on the organizational support provided through training, professional development
and collaboration of stakeholders’ ideas, which also contribute to the recruitment team’s
environment and ability to succeed in the overall goal. The focus was on collecting qualitative
data to help the recruitment team continue their focus on new strategies to recruit more African
American male teachers.

9
Chapter Two: Review of the Literature
This executive dissertation reviews literature about best practices for the recruitment of
diversity from different organizations and how it can lead and impact the recruitment of African
American men in teaching. The literature review will help summarize and guide the research on
best practices to recruit African American male teachers in the district to examine TMCPS
recruitment team members’ knowledge and motivation related to achieving the organizational
goal. It will also help understand the interaction between TMCPS organizational culture and the
TMCPS recruitment team’s knowledge and motivation and identify recommendations to address
the problem of practice within the department and throughout the district.
The literature review begins with a focus on the overall recruitment of diversity and
understanding what diversity means in today’s society. Employee recruiting means “finding
and/or attracting applicants for the employer’s open positions” (Dessler, 2015, p.161). The
review speaks to the decline of African American male teachers in the classroom across the
country and how important their presence is in schools. The literature touches on the importance
of diversity for organizations through an increase in performance, legalities, economic expenses
and gains from diverse workers’ contributions to organizations. Organizations spend billions of
dollars on diversity initiatives each year (Jayne et al., 2004).
Selecting the right employee is important for three main reasons: performance, costs and
legal obligations (Dessler, 2015). The review examines factors that impact the recruitment of
African American male teacher candidates. Mitchell et al. (2010) attributes the absence of
African American males in the teaching profession to a myriad of variables, such as experiencing
difficulties as students in K–12 education leading to a lack of education credentials, the premise
of teaching and earning insufficient wages, holding a perception of the profession as being

10
feminine, and there being a lack of African American male role models for them to follow into
the field. Scott and Rodriguez (2015) asserted that the shortage of African American teachers
starts in high schools with the “pervasive academic underachievement” of Black students due to
“contemporary forms of racism and hegemonic ideologies” manifest in practices like “high
stakes testing, academic tracking, disciplinary practices and teacher perceptions of minority
students” (p. 2). The literature review will conclude by examining current literature on the
importance of recruiting African American male teachers and their impact on minority students.
Literature covering the recruitment team’s knowledge, motivation, and organizational
culture will be incorporated because of factors that play an important role in implementing
diverse recruitment strategies. The literature highlights key areas that indicate an increased need
and support for more African American male teachers based on the organization’s need to
diversify its schools. The review will also indicate how minority students benefit from being
assigned to teachers of the same race or ethnicity and if the underrepresentation of minority
teachers in schools could contribute to the social, emotional and racial test score gap in the
United States.
Importance of Recruiting for Diversity
Regarding the importance of recruiting for diversity, it is important to identify what the
term “diversity” means. The term refers to different religions, social classes, political
philosophies, capabilities, accomplishments, sexual orientations, races, ethnic groups, and
gender. The term “workplace diversity” can be defined as “the co-existence of staff from diverse
racial and cultural backgrounds in a particular organization” (Chan, 2011, p. 1). Recruitment is
one of the most important functions required for attaining and retaining human capital-based
competitive advantages (Baum et al., 2016). The support for equal opportunity helps institutions

11
gain the most benefit from an increasingly multicultural labor force (Henderson, 2011). Diversity
is an important characteristic of any organization. Team diversity plays a large role in teams’
decisions in high-stakes situations (Sommers, 2007). Studies examining diversity in the
workplace have also shown that for every 1% increase in sex or racial diversity, a company’s
revenue increases by 3% and 9%, respectively (Herring, 2009). Diversity is more than a moral
imperative; it is a necessity. Selection systems can help achieve these aims via processes that
select trainees by their achievements and potential, incorporate reliable and valid methods, and
minimize barriers to applicants of different backgrounds (Gardner, 2018).
Best Practices in Recruiting for Diversity
Seeking best practices in organizations is vital to the sustainability of that organization.
Programs should consider strategically choosing individuals who will bring diverse outlooks and
who are respectful of different cultures and characteristics to interview candidates (Gardner,
2018). The use of screening tools, such as situational judgment tests, which confront applicants
with descriptions of standardized realistic situations and ask them to select the most appropriate
response, have also been shown to be as strong a predictor of performance as cognitive-based
assessments, but without the discriminatory potential (Whetzel et al., 2008). Organizations
should be willing to have clear and open conversations with team members before beginning the
interview process to ensure that all faculty interviewers are on the same page with the goals and
strategies of the interview process. Other suggestions include reconsidering the role of personal
statements and letters of reference which may cause inconsistency in assessment decisions
(Gardner, 2018). Organizations should be consistent in their methods while also considering
additional measures are necessary as well, such as broader recruitment efforts, enhancing the

12
diversity of leadership, implementing mentoring programs, and other strategic endeavors to show
that your program is a viable place to be for all individuals (Gardner, 2018).
Importance of Recruiting for Diversity in K-12 Teachers
Facing a national teacher shortage, schools across the country struggle to hire a diverse
workforce of qualified educators (Sutcher et al., 2016). Inequitable education access is often
attributed to the fact that the teaching force does not reflect the increasing racial and ethnic
diversity of K–12 students in public schools (Brown, 2014; Haddix, 2017). The current focus on
placing more diverse teachers in K-12 classrooms often denies teachers of color access to
diversity training because they are assumed to intuitively know how to translate their experiences
with racism into equitable pedagogical practices (Brown, 2014; Jackson, 2015). The national
standards for teacher preparation have established that programs must be able to demonstrate
specific recruitment efforts targeting “highly-qualified candidates that represent a broad range of
backgrounds and diverse populations that reflect the diversity of America’s P–12 students”'
(CAEP, 2016, p. 34).
Research on recruiting also indicates that having teachers of color in the K–12 workforce
benefits all students, including White students. Teachers of color have the potential to serve as a
resource for schools as a whole, as well as the surrounding community (Liu et al., 2017). Cherng
and Halpin (2016) found that middle and high school students of all races preferred a diverse
pool of teachers. Society benefits when all students, regardless of their background, grow up
seeing diverse adults in positions of authority (King, 2016). Recruitment approaches attempt to
increase the number of teachers of color by increasing the number of teacher candidates of color
(Liu et al., 2017).

13
The Decline of African American Male Teachers in K –12
There are indicators of why African American males have not entered the teaching
profession. According to Bell (2017), education programs struggle to prepare African American
males for teaching. African American males have not entered the teaching profession at
proportionate rates due to the low pay teachers receive and the assumption that teaching is a
female-dominated profession (Dogan, 2010). The lack of teachers of color in their own K–12
classrooms is a barrier to Black students entering teacher preparation programs (Bianco et al.,
2011). African American male teachers are rarely recognized for their content knowledge,
pedagogical abilities, and ability to teach all children (Bryan & Ford, 2014; Jackson & Knight-
Manuel, 2018). African American male teachers deal with hypervisibility as well as negative
perceptions of their teaching abilities and may enter hostile work environments wherein
colleagues will both covertly and overtly treat them as social outcasts (Goings, 2015)
Those who do enter teacher education programs face challenges such as compromising
their cultural values and lived experiences (Milner et al., 2013). Other factors that contribute to
the decline of African American teachers include entrance exams for teacher education programs
(Kolman et al., 2017), discrimination (Jones & Maguire, 1998; Kohli, 2009), and inadequate
teacher preparation in the alternative certification route (Carver-Thomas, 2018). Some factors
contributing to the decline include poor working conditions in high-poverty schools, including a
lack of collective decision-making, faculty input and voice, and professional autonomy in the
classrooms (ASI, 2015). The shortage of African American males in teaching positions is not
only a local problem but also a national one.
Thousands of Black educators have been displaced from urban public schools in the past
decade (ASI, 2015; U.S. Department of Education, 2011). African American male teachers can

14
have a significant impact on student achievement because of their shared cultural experiences
with oppression and discrimination (Bell, 2014; Milner, 2006; Mitchell, 1998). Many initiatives,
such as grow-your-own projects, have been designed to recruit minority teachers to teach in
schools serving predominantly minority student populations, often in low-income, urban school
districts (Ingersoll et al., 2019). Some of these initiatives were designed to recruit male minority
teachers, in particular, as they are often considered the group in shortest supply (Lewis, 2006;
Lewis et al., 2013)
Importance of African American Male Teachers to Minority Students
There is a direct correlation between African American male students’ academic success
and the alignment of African American male role models, teachers, and principals who identify
with those students racially, socially, emotionally and demographically. According to Brown
(2012), the call for more Black men to enter the classroom is directly linked to policy discussions
addressing Black male students’ school-based performance. According to Brockenbrough
(2012), other scholars have echoed claims that Black male teachers are uniquely qualified to
serve as role models for Black boys. Teachers of color serve as role models for all students by
giving them a clear and concrete sense of what diversity in education and society looks like
(Bireda & Chait, 2011).
The benefit of minority educators can help close the achievement gaps of minority
students (National Collaborative on Diversity in the Teaching Force, 2004). Hiring and
evaluation practices that devalue or overlook the pedagogical potential and prowess Black
educators bring to the profession continue to be a barrier (Bailey et al., 2016; D’Amico et al.,
2017; White, 2016). According to Gershenson et al. (2017), Black students who were assigned to
a class with a Black teacher at least once in third, fourth, or fifth grade were less likely to drop

15
out of high school and more likely to aspire to go to college. According to Carver-Thomas
(2018), this impact is especially significant for students of color, as those who have higher test
scores are more likely to graduate high school and more likely to succeed in college when they
have had teachers of color who serve as role models and support their attachment to school and
learning. Recruiting African American male teachers is an important prerequisite for teachers to
match their students in diversity and because social justice demands minority men be recruited
into the teaching profession (NEA, 2009).
Current Diversity Recruiting Best Practices for K –12 Teachers
Districts across the country are using best practices to help recruit diverse teacher
populations to meet the needs of a growing diverse student population. Scholarship and loan
forgiveness programs for these aspiring teachers can provide additional incentives for them to
return to their community after graduation (Barth et al., 2016). However, teacher preparation
program enrollment has dropped significantly in the last 5 years (Title II, 2015). Districts are
finding new methods to recruit and attract teachers. According to Barth et al. (2016), strategies
include offering signing bonuses, salary adjustments for shortage areas such as STEM, housing
assistance, or recruiting new teachers to the profession by developing teachers from within their
own communities.
Current employees can sometimes be the most effective cheerleaders for the district
recruitment program (Morehart, 2001). Using people familiar with a school setting is vital in
diverse recruitment strategies that create a grow-your-own program. These programs target
paraprofessionals with deep ties to the community and classroom experience who lack
specialized knowledge and licenses. University-based programs designed for fast-tracking
participants can elevate a teacher’s aide to a teacher in 18 to 24 months (Barth et al., 2016).

16
Some grow-your-own school and community leader programs, such as Call Me Mister (Jones &
Jenkins, 2012), focus on recruiting men of color from the local community to undergraduate
programs and offer summer institutes, co-teaching internships, and individualized personal
development plans to support their matriculation (Gist et al., 2019).
Ross and Ahmed (2016) described a graduate community-focused pipeline program that
recruits immigrant teachers in the community to teach a growing immigrant population.
Considering that the largest potential population for future teachers of color comes from public
schools, it is important to examine early recruitment efforts that encourage high school students
of color to consider a teaching career (Tandon et al., 2015). Recently, high school programs have
been created to encourage students of color to enter the teaching profession (Gist et al., 2019).
The Paterson Teachers for Tomorrow (Hill & Gillette, 2005), Pathways2Teaching (Bianco et al.,
2011; Goings & Bianco, 2016; Tandon et al., 2015), and Oregon Teacher Pathway (Villagómez
et al., 2016) were created through partnerships between universities and school districts. They
have a college readiness focus and offer students college credit while they explore becoming
teachers through coursework and field experience. These programs are among the current K–12
recruitment practices across the country.
Current Diversity Recruiting Practices for K –12 African American Male Teachers
As part of the reflection process, recruitment team members should understand the
challenges of recruiting African American male teachers. Organizations that use their human
resources departments to recruit new hires must ensure that employees understand the basic
recruitment tasks and use professional development to guide new policies and practices in
recruiting more diverse candidates. Programs and initiatives across the country provide evidence
that an intentional and sustained approach to recruiting and retaining teachers of color can be

17
successful. The impact of African American teachers on Black students can mean the difference
between having access to gifted and talented programs or being denied (Grissom & Redding,
2016), receiving positive affirming appraisal of academic abilities or being overlooked (Irvine,
2003), and being routed toward the school to prison pipeline or remaining in safe and caring
classroom spaces (Evans-Winters, 2011; Morris, 2016).
Investments in a high-quality, diverse teaching workforce are repaid in reduced teacher
turnover and improved learning and achievement for all students (Sutcher et al., 2016).
According to Warikoo (2004), teachers of color have often functioned as cultural translators and
advocates for students of color because they have multicultural awareness. To understand the
importance of minority recruitment strategies, the TMCPS human resources recruitment team
should recognize the benefits that more minority teachers can bring. According to the Alliance
for Excellent Education (2005), “the single most important factor in determining student
performance is the quality of his or her teachers” (p. 2). Disadvantaged students benefit
academically and socially from teachers with whom they can identify (U.S. Department of
Education, 2011). Studies continue to show the benefit of this view, citing a growing number of
empirical studies that show minority teachers have a positive impact on various outcomes for
minority students (Villegas & Lucas, 2004).
Recruitment T e am ’s Knowledge, Motivation and Organizational Influences
Clark and Estes’s (2008) analytical framework enables organizations to identify and
examine gaps between goals and performance by analyzing stakeholder knowledge, motivation,
and organizational influences. The following sections examine the knowledge, motivation and
organizational factors influencing the human resources recruitment team’s ability to contribute to
the organizational goal by implementing strategies to recruit African American male candidates

18
using Clark and Estes’s gap analysis framework. The first section examines the assumed
influences related to knowledge and skills that impact stakeholder performance. Knowledge and
skills are defined as the information and education needed to perform tasks (Clark & Estes,
2008).
The second section discusses the assumed motivational influences that impact
stakeholder performance. Motivation is explained as what starts and keeps us going on the work
tasks (Clark & Estes, 2008). The last section addresses organizational influences on stakeholder
goal achievement. The organization consists of the processes, material resources, training, value
streams, chains, and, most importantly, culture that either facilitate or impede stakeholders from
achieving their goals (Clark & Estes, 2008).
Knowledge and Skills
Identifying the employees’ knowledge and skills provides an understanding of how
productive they are and how successful they will be in problem-solving and achieving goals
(Clark & Estes, 2008). Goal alignment and organizational goals are met with knowledge and
skills development (Clark & Estes, 2008). By reviewing the current knowledge of recruitment
team members, this study reviewed and explored their capacity and trends to implement diversity
recruitment strategies. This study explored the human resources recruitment team members’
related knowledge and skills to identify potential gaps between their knowledge and their ability
to recruit more African American male teachers.
Cognitive approaches to learning have identified four types of knowledge: factual,
conceptual, procedural, and metacognitive (Rueda, 2011). Factual knowledge is the fundamental
and basic information necessary for individuals to be familiar with a subject or discipline
(Krathwohl, 2002). Conceptual knowledge is the understanding and ability to correlate and

19
classify concepts, processes, and principles (Krathwohl, 2002; Rueda, 2011). Procedural
knowledge is knowing how to do something, but it can also refer to criteria for using skills,
techniques, and methods for accomplishing an activity (Krathwohl, 2002; Rueda, 2011). The
final knowledge type Rueda (2011) explained is metacognitive knowledge, which is the
understanding of one’s own thinking and the ability to know when and why to do something. An
example of factual knowledge for the recruitment team is to ensure they understand the district’s
needs and implement the basic recruitment practices and policies for hiring African American
males.
The team’s knowledge is important to address in an area that has received little attention:
“where minority teachers tend to be employed, what happens to minority teachers once they are
employed, [and] the role of the employing organizations in teacher staffing problems” (Ingersoll
et al., 2019, p. 5). An example of conceptual knowledge for the recruitment team is
understanding newly learned recruitment practices and how, when, and why specific skills need
to be used when recruiting African American males. An example of the recruitment team using
procedural knowledge is to apply their basic knowledge of recruiting diverse candidates and
professional development training that targets African American male candidates and then apply
that training toward the overall organizational goal. Finally, the recruitment team needs to be
metacognitively aware of their strengths and challenges with implementing diversity recruitment
strategies to recruit African American males.
It is important as a self-reflecting organization that the recruitment team allow themselves
opportunities to review how effectively they communicate to African American male candidates
during the recruiting process. The team members should also reflect on their commitment to the
overall organizational goal. An example of the recruitment team’s metacognition is knowing

20
their strengths and challenges with regard to diverse recruitment strategies and addressing
specific diversity needs in the district. Knowledge sharing occurs regarding expert knowledge,
relevant experiences, and information among project team members, which can lead to enhanced
project performance (Liu et al., 2011).
Human Resources Recruitment Team’s Knowledge of Recruiting for Diversity
A successful recruitment strategy hinges not only on the program’s ability to put teachers
of color in classrooms but also on identifying minority teachers with high potential to be
effective in the classroom. As the recruitment team reviews the current status of African
American male teachers and seeks to improve those numbers, it is important to review the
current status of diversity and the approach to recruiting more African American men. Planning
and implementing a diversity audit is imperative in gaining and maintaining a competitive
advantage through the diversity of human resources (Dressler, 2012; Mujtaba, 2010). For human
resources recruitment team members to be successful with diversity recruitment goals, they need
to engage with newer methods, such as innovative technology approaches, social media,
targeting historically Black colleges, and forming partnerships with universities to engage in a
mentor or collaborating with teacher education programs are important. To develop effective
strategies to recruit more African American men to the classroom, the recruitment team should
review why current African American teachers do not stay in the classroom.
This is important because potential African American male candidates who are
researching becoming a teacher are also looking at the pros and cons and might be deterred based
on the lack of support in specific areas throughout the district. Dominguez (2015) recommended
reforming education programs, new teacher mentorships, salary increases, cross-cultural
communication training, and school cultural changes to increase teacher retention. These

21
reformed initiatives have been designed to recruit male minority teachers, in particular, often
considered the group in the shortest supply (Lewis, 2006; Lewis et al., 2013). The recruitment
team’s knowledge should also include learning how to increase the number of teachers of color,
which requires intentional preparation in hiring, providing ongoing support, addressing college
affordability and collaborating with teacher education programs.
Attention has tended to focus on identifying obstacles to recruiting minority candidates
into teaching and, in turn, developing strategies to overcome these obstacles (Albert Shanker
Institute, 2015; Villegas & Irvine, 2010; Villegas & Lucas, 2004). Clark and Estes (2008) stated
that 90% of training emphasizes only 10% of the knowledge needed to be learned. The human
resources recruitment team members need to know key areas that have been missing from the
department regarding diversity recruitment to attract more African American male teacher
candidates to the district. Some specific areas that need to be focused on through increased
knowledge are funding teacher residencies, leading grow-your-own programs, adjusting teacher
licensure requirements, partnering with local teacher programs and establishing relationships
with teachers of color to contribute to the hiring process (Carver-Thomas, 2018). The human
resources recruitment team’s attention should focus on identifying obstacles to recruiting African
American male candidates into teaching and, in turn, develop strategies to overcome obstacles
such as inadequate teacher preparation, low wages, licensure issues and displacement in high-
needs schools.
Human resources recruitment team members need to be knowledgeable in how cultural
and social support of a diverse faculty can help recruit African American male teachers.
According to Carver-Thomas (2018), an inclusive admissions policy, course articulation
agreements, ongoing mentoring and support, and accreditation and licensure policies can help

22
increase access to high-retention pathways into teaching for teachers of color. Another important
factor for recruitment team members to consider is a clear understanding of recruitment
procedures that would take place through professional development to help strategize and
implement policies for more African American male candidates. Clark and Estes (2008)
identified three skill areas that are important in grasping knowledge content: communication,
procedures, and experience. District and school hiring practices can influence decisions to enter
the teaching force and whether teachers of color stay in their schools (Carver-Thomas, 2018).
The Human Resources Recruitment Team Needs to Understand the Importance of Having
African American Male Teachers and the Drawbacks of Not Having Them
Teacher recruitment policies must be designed to effectively attract teachers of color if
diversity in the teaching profession is to be sustained (Carver-Thomas, 2018). Lynn (2006) noted
how important culturally relevant Black male teachers were in developing critical and racial
consciousness among Black children. Early schooling and play experiences of Black boys could
justify why few boys desire to become teachers, thus producing challenges for recruiting them as
K–12 teachers in our nation’s classrooms (Goings & Bianco, 2016). Recruiting African
American male teachers to classrooms across all levels has always been a long-standing
challenge in the field of education, and some scholars have studied why few Black males become
teachers (Brown & Butty, 1999; Lewis, 2006; Lewis et al., 2013).
Lewis et al. (2013) contended that because few Black males graduate high school, they
do not attend college to become teachers. Goings and Bianco (2016) discovered that Black males
did not want to become teachers because of their negative schooling experiences, which often
included personal experiences as victims of stereotypes, biases, low expectations, and racial and
gendered microaggressions. It is important for the human resources recruitment team members to

23
understand the importance and benefits of having an African American teacher in the classroom.
These benefits do not end from an academic standpoint but also address discipline, mentorship,
and cultural awareness. African American teachers also tend to provide students of color with
superior quantity and quality instructional support than White teachers (Casteel, 1998).
Two main columns in Table 2 identify the knowledge types and influences examined in
this study. Each column describes the type of knowledge (declarative, procedural and
metacognitive) and the knowledge influences that identify what the recruitment team needs to
understand, know, and reflect on when recruiting African American males. The first knowledge
type in Table 2 proposes that the recruitment team needs to understand the importance of having
African American male teachers. The interviews were used to identify recruitment team
members’ understanding of the importance of recruiting African American male teachers.
Another type of knowledge proposes that recruitment team members need to know how to
implement strategies to recruit African American males. This type is identified as procedural
knowledge. The last knowledge influencer identified in Table 2 proposes that the recruitment
team members must reflect on their strengths and challenges to implement recruitment strategies
targeting African American males. The knowledge type, metacognitive, can also be assessed
through interviews.

24
Table 2
Knowledge Influences on Stakeholders
Knowledge type Knowledge influence
Declarative

The human resource recruitment team needs to understand
the importance of having African American male
teachers and the drawbacks of not having them.
Procedural The human resources recruitment team needs to know
how to implement effective strategies to recruit
African American male teacher candidates, including
in areas such as targeting historically Black colleges,
using online social media programs, and collaborating
with teacher education programs.
Metacognitive The human resources recruitment team needs to reflect
on their strengths and challenges when implementing
recruitment strategies for African American male
teacher candidates.

Motivation Influences
Some motivational influences for the human resources recruitment team specifically
highlight three important aspects related to employee performance and goals. Self-efficacy and
expectancy-value theory were identified as assumed motivational influences for recruitment team
members. Clark and Estes (2008) explained that motivation is manifested via three key
behaviors: active choice, persistence, and investing in mental effort. Motivation gets people
going, keeps them moving, and tells them how much effort is needed while working on a task
(Clark & Estes, 2008). Mayer (2011) defined motivation as an internal state that initiates and
maintains goal-directed behavior to make the choice to act, pursue a goal and follow through, not
just having the intention of doing something.

25
The second describes a person’s motivation despite competing distractions (Clark &
Estes, 2008). As the recruitment team continues examining their motivation to pursue new
strategies to hire more African American male teachers, they still need to understand that one of
these distractions indicates that recruitment alone has not solved either the problem of minority-
teacher shortages or of filling positions in hard-to-staff schools (Ingersoll et al., 2016). Clark and
Estes (2008) stated, “it is desirable to have the greatest amount of persistence invested in the
most important work goals” (p. 81). The third aspect of motivation is mental effort, which can
vary depending on the number of times someone has worked through a task and whether they
have devoted the appropriate amount of time and energy to the task (Clark & Estes, 2008). As
important as having knowledge about recruiting African American male teachers, team members
must be motivated to implement diversity recruitment strategies that target these candidates.
Motivation is key in the faculty’s desire to learn and use dialogue skills since motivation is a
goal-directed behavior or activity (Mayer, 2011; Rueda, 2011).
Recruitment Team’s Self-Efficacy to Implement Diversity Recruitment Strategies
Self-efficacy arises from the gradual acquisition of complex cognitive, social, linguistic,
and/or physical skills through experience (Bandura, 1982). Although more teachers of color are
being recruited across the nation, the increase is slow, and attrition rates are high, leaving
growing gaps between the demand for such teachers and the supply (Carver-Thomas, 2018). Due
to the increasing number of minority students in school systems and the decrease of African
American male candidates in teaching, the recruitment team members need to feel self-
efficacious in their ability to implement diversity recruitment strategies to recruit African
American teaching candidates. According to Ingersoll et al. (2016), 37% of the nation’s
population are minorities, as are 44% of all elementary and secondary students, but only 17.3%

26
of all elementary and secondary teachers are minorities. Individuals form their self-efficacy
beliefs by interpreting information primarily from four sources: mastery experience, vicarious
experience, social persuasions, and physiological reactions (Pajares, 2006).
The recruitment team members need to feel self-efficacious in implementing the
knowledge and skills that will help them recruit and hire more African American male
candidates. Bandura (1982) also indicated that self-efficacy can predict performance in a variety
of domains if the efficacy measure is tailored to the specific tasks being assessed. The
recruitment team needs to feel self-efficacious to start new recruiting processes, display
persistence through challenges and invest their mental effort into specifically recruiting more
African American male candidates. Clark and Estes (2008) stated that “the effort in creating a
positive, enjoyable work climate can pay off in increased work commitment” (p. 94). It is
assumed that when recruitment team members’ have positive beliefs about their ability to recruit
African American male teachers, they are more likely to pursue the goal and increase their
performance overall.
Recruitment Team’s Expectancy-Value for Implementing Diversity Recruitment Strategies
Expectancy-value theory and variables are influenced by individuals’ perceptions of the
utility and costs involved with their participation in completing tasks (Eccles, 2006; Rueda,
2011). Values, often referred to as task-values, are composed of four components: attainment
value, intrinsic value, utility value, and cost value (Rueda, 2011). When exploring the
recruitment team’s motivation to recruit more African American male teachers, it is important to
understand their values with regard to implementing recruitment strategies that target African
American males. Understanding values is an important means to identify the employees’
motivation for accomplishing tasks and goals (Clark & Estes, 2008). These influences were

27
examined to have a better understanding of how these theories influenced the recruitment team’s
values to implement effective diversity recruitment strategies. Also, the examined influence for
the recruitment team sought to understand if the team understands the usefulness and value of
targeting and recruiting more African American male teachers. Table 3 identifies motivational
influences related to self-efficacy and expectancy-value theory. It illustrates the assumed
motivational influences that could determine whether the stakeholder’s goals are reached. The
motivational influences were studied to understand how they affect the team members in
recruiting more African American male teacher candidates.

Table 3
Motivational Influences on Stakeholders
Motivation type Motivation influences
Self-efficacy The human resource department recruitment team
needs to believe that they are capable of
effectively implementing diversity recruitment
strategies that will increase African American
male teachers’ hiring.
Expectancy value The human resource department recruitment team
needs to understand the usefulness and value of
recruiting more African American male teachers
to their district.

28
Organizational Influences
The diversity represented across communities and throughout the district has steadily
changed, and an even greater racial, ethnic, cultural, religious, and economic diversity is
projected in the years to come. With these foreseeable changes, the district must provide the
team members with the knowledge to address these areas while also motivating them to
specifically address the recruitment of African American male teachers. Organizational issues
can contribute to motivational and knowledge gaps and are often the root cause of performance
problems (Rueda, 2011). Organizations are complex systems, each with its own culture that
develops from its members’ core values, goals, beliefs, emotions and processes (Clark & Estes,
2008). Clark and Estes (2008) stated that “organizational culture inevitably filters and affects all
attempts to improve performance, and successful performance improvements will depend on
taking the specific organizational culture into account” (p. 103).
Organizational culture is conceptualized as shared beliefs and values within the
organization that help to shape employees’ behavior patterns (Kotter & Heskett, 1992). Pesek
(1993) suggested that school districts and their larger communities focus on developing
structures of social and cultural support for persons of color to improve the recruitment of
minority teachers. The district should create an attractive portrayal of what the school and its
surrounding community must offer a candidate (Smith, 2009). The influences reviewed sought to
understand the recruitment team’s communication, culture, and training in their efforts to recruit
more African American male teachers.
Organizational Communication About the Importance of Recruiting a Diverse Faculty
To make changes in recruitment practices and policies within the human resources
department, TMCPS needs to communicate with the recruitment team about the importance of

29
having a diverse faculty. By communicating the need for diversity, the organization can begin to
focus on two important areas, the lack of African American male teachers and the rising
population of minority students. Black teachers have provided their students with the socio-
emotional support to navigate a society characterized by institutional racism (Randolph, 2009).
In relation to the organization, if the TMCPS leadership and human resources recruitment team
can create open communication pathways, it will create more opportunities for creativity and
problem-solving. Considering that some of the TMCPS leadership team will be a part of the
recruitment team, it will be helpful for perspectives to co-exist from both sides of the spectrum
so that all parties involved can feel strongly about their contribution with a stronger
understanding of the challenges as well as creating solutions. While all teachers require
intentional, culturally-based preparation to reach an increasingly diverse student population,
greater diversity in the teaching profession can also enhance student educational experiences and
outcomes (Higgins et al., 2017).
The organization (TMCPS) needs to communicate that hiring African American males
can help all students succeed in the classroom. This will help address the rising population of
minority students in the district and, more importantly, help reduce the decline of African
American male students underperforming academically. Chapman (2019) mentioned that having
positive Black male role models that young Black male students can look up to is another
important factor that positively influences their self-esteem and academic achievement. Research
has shown that a strong racial identity may influence academic success (Cokley et al., 2011;
Henfield, 2013; James & Lewis, 2014; Williams & Bryan, 2013). “Ethnicity plays a huge role in
shaping behavior and has been identified as a significant factor in black 22 student achievement”
(Holcomb-McCoy, 2011, p. 60). Thus, TMCPS can support this initiative by evaluating its

30
current hiring practices and implementing strategies to bring more African American males into
the classroom. This study also explored, from the recruitment team’s perspective, the degree to
which the organization has communicated effectively for significant change to begin taking
place.
The Need to Develop a Supportive Organizational Culture and Its Effect on Recruiting
Diversity
A supportive organizational culture is important to human resources training, policy, and
procedures because it allows stakeholders to feel confident in the thought process and
implementation of fresh ideas. The human resources department practices or creates policies that
enforce a supportive organizational culture with shared norms, values and expectations that
correlate positively with employees’ affective commitment (Wright & Kehoe, 2009). Therefore,
TMCPS needs to provide a supportive and welcoming culture to the recruitment team so that
members feel more motivated to recruit more African American male teachers. This is done by
providing mentor groups of support within the organization by connecting them with teachers
and principals who have worked to implement a diverse culture within their respective schools.
According to Brooks (2006), an organization’s job performance should have a strong
impact on an organization’s culture, which leads to enhanced productivity, while its productivity
and culture also help improve performance. It is important to any organization that the culture
provides a framework of positive outcomes that lead to strong motivational factors. The
organization’s culture is an important element in enhancing employees’ motivation (Mahal,
2009). Employee performance improves an organization’s culture because productivity can be
seen as positive and rewarding. Employee performance is considered the backbone as it leads to
the growth and development of the organization (Adeniji & Osinbajo, 2012).

31
An organization is a consciously coordinated system where characteristics of individuals,
groups, and organizations interact with each other, and effective interaction among them highly
depends on organizational culture that shapes individual performance (Kozlowski & Klein,
2000). A supportive culture led by TMCPS can create opportunities for the recruitment team to
feel comfortable gaining knowledge on recruiting African American male candidates and feel
motivated to create strategies that directly support diversity hiring. This study explored the
connection between TMCPS, the human resources recruitment team, and their attempt to create a
culture that supports gaining diversity recruitment knowledge while motivating them to create
and implement new recruitment strategies. A supportive culture ensures that everybody feels
confident and able to discuss with the team members and manage any uncertainties when
performing a task (Terje Karlsen, 2011).
Organizational Training for Recruiting Diversity
The TMCPS human resources department is currently restructuring its recruitment
strategies and protocol. The recruitment team is currently noticing a shift in recruitment values
and needs based on the changing student demographics, which reflect an increase in minority
students. The organizational goal of increasing the rate of African American male teachers from
3% to 5% will depend on providing the recruitment team with training that supports their growth.
This study will evaluate the effectiveness of the training as data is gathered, and those results
will contribute to an understanding of the degree to which the organization is supportive of the
recruitment team members.
The concept of culture has been conflated with the mechanisms used to develop it, such
as selection, training, and development processes, incentives, and structures (Van den Berg &
Wilderom, 2004) and with various outcomes such as motivation, satisfaction and performance

32
(Gregory et al., 2009). In conclusion, organizational culture has a direct influence on the success
or failure of an organization. There is a close relationship between the recruitment process and
organizational culture (belief, value, and practice). It plays an important role in creating an
environment that enables learning and innovative responses to challenges, competitive threats or
new opportunities. The human resources recruitment team must be willing to overcome
knowledge and motivation deficiencies; however, the organization must support efforts to
provide training, motivate, and reduce stakeholders’ resistance to implementing change. It also
plays an important role in creating an environment that enables learning and innovative response
to challenges, competitive threats or new opportunities. Clark and Estes (2008) indicated that
evaluation is essential when closing performance gaps or improving performance. Table 4
presents the organizational influences.

Table 4
Organizational Influences on Stakeholders
Organizational models/settings Organizational influences
Cultural model influence/communication The organization needs to communicate the
importance of having a diverse teaching staff,
particularly more African American male
teachers in the district.
Cultural model influence/culture The organization needs to support the
development of a culture that supports the
inclusivity of diversity and motivates team
members to recruit more African American
males in the teaching field.
Cultural setting influence/training The organization needs to provide effective
training around hiring more African
American male teachers in the district.

33
Conceptual Framework: The Interaction of Human Resources Knowledge, Motivation and
the Organizational Context
The purpose of a conceptual framework is to depict, through a graphical or narrative
representation, the key ideas and factors being studied and their relationship to each other
(Maxwell, 2013). The individual knowledge, motivation, and organizational influences have
been discussed independently in earlier sections, and these influences interact with and upon
each other within the TMCPS work environment, from district leadership to human resources
staff. The interaction of these influences and their impact on each other determine the extent to
which human resources recruitment team members may succeed in providing effective recruiting
strategies that target African American male teaching candidates. The purpose of the conceptual
framework, which is also described as a “theoretical framework,” is to provide readers with
contextual structure and scaffolding to support the theories, concepts, and ideas described in the
earlier knowledge, motivation, and organizational influences section of this analysis (Maxwell,
2013; Merriam & Tisdell, 2016).
Figure 1 presents the conceptual framework and highlights the interaction between the
organization, the stakeholder group, the organization’s goal, and its supporting concepts. The
human resources recruitment team represents the focus of the study, which then connects the
organization to the outcome of the overall goal. Human resources, diagramed by the orange
circle, is embedded within the green circle, which indicates that the organization has an overall
connection. However, the smaller goals are led by human resources in recruitment strategies,
motivation, and knowledge initiatives. These goals depend on the organization’s overall structure
and influences. Represented by the green circle, TMCPS is responsible for establishing policies,
procedures, accountability measurements, fiduciary responsibilities and leadership strategies that

34
guide and provide structure for the human resources department to make decisions that can affect
the entire organization. As the two circles are connected with the goal of achieving the
organization’s goal, it is clear that the relationship between the organization and human
resources is not totally interdependent. However, the stakeholders and the organizations do work
together to support each other to accomplish (represented by an arrow symbol) the organization’s
goal (reflected in the square).

35
Figure 1
Conceptual Framework

Note. Conceptual framework depicting the interaction between the recruitment team’s
knowledge and motivation and the organizational support provided to the team when
implementing recruitment strategies that attract, recruit and hire more African American male
teacher candidates.

Trust Mission County Public Schools
Cultural Models and Cultural Settings
(Culture of Communication, Development, Training)
Human Resources Recruitment Team
Conceptual Knowledge and Procedural
Knowledge and skills (recruiting attract/hire) and
Expectancy Value and Self - Efficacy related to
confidence and understanding diverse recruiting
practices

By August 2023, Trust Mission County Public Schools
Human Resources staff will attract and hire African
American male teachers for the district.

By August 2023, Trust Mission County Public Schools will
follow the district compliance plan related to hiring more
diversity candidates to the district.

36
The relationship between the human resources recruitment team’s knowledge, motivation
and organizational context is a key component of whether the organization succeeds or fails. It is
also a pathway to understanding performance gaps that may be relative to the specific
stakeholder’s knowledge or motivation to commit to the organization’s goal. The stakeholder
(human resources recruitment team) should be able to connect with the organization as a whole,
but their performance areas, including implementing grow-your-own programs, funding teacher
preparation support programs, and adjusting the state licensure examination processes, could be
indicative of a lack of knowledge, motivation, and organizational resources. The knowledge
theory in this analysis supports a conceptual and procedural knowledge influence, which allows
stakeholders to know how to do something but also refers to criteria for using those skills,
techniques, and methods for accomplishing an activity (Krathwohl, 2002; Rueda, 2011).
The human resources recruitment team needs increased knowledge in areas targeting a
diverse population, specifically African American males. By acquiring this knowledge, new
strategies will help the recruitment team reach its goal of increasing the rate of African American
male teachers in the district from 3% to 5%. The stakeholder influences represented in the small
circle in (Figure 1) are also connected to motivational factors used in this analysis, which
highlights three important aspects related to employee performance and goals, active choice,
persistence, and mental effort (Clark & Estes, 2008). These influences are pivotal to the human
resources recruitment team’s motivation for creating an agenda or plan, pursuing training
opportunities, overcoming distractions in pursuit of the goal and having the confidence to pursue
those goals.
Finally, the organizational influences (Figure 1) could impact the relationship between
the stakeholder and the organization through its value and belief system. An organizational

37
culture of communication and training, along with a positive climate created by leadership’s
focus on improving the district through quality diverse hires, is essential for the human resources
recruitment team’s knowledge and motivation. A strong foundation in these areas helps all
stakeholders collectively trust one another to discuss, create, implement and assess areas related
to providing effective strategies that target more African American male candidates. A culture of
trust enables staff members to communicate openly with their leaders and each other (Rath &
Conchie, 2009). Reviewing the chart shows the need for a cohesive relationship between
stakeholders. The role of TMCPS, represented by the green circle, is responsible for the overall
effectiveness of the human resources recruitment team, represented by the orange circle.
Therefore, there may be perceptions by outsiders that despite the need for TMCPS and
the recruitment team to connect to achieve an overall goal together, one group has more control
over the outcome of achieving the goal than the other, based on their ability to provide resources
or in creating a culture that affects the entire organization. However, success or failure depends
on the organization’s structure and how leaders emphasize a willingness to provide knowledge,
motivation and organizational support to the human resources recruitment team. Companies that
attract and develop strong employees by prioritizing recruiting, investing in professional growth
opportunities, and building positive workplace cultures tend to have greater efficiency and better
outcomes (Crook et al., 2008). In summary, the conceptual framework represented in both theory
and the diagram show a cohesive nature that must be shared and utilized by TMCPS, the human
resources recruitment team, and all stakeholders. Based on the knowledge, motivation and
organizational factors that contribute to stakeholders being connected, these influences can
ultimately lead to the organization’s success.

38
Chapter Three: Methodology
This study employed a qualitative approach using interviews and document analysis with
the human resources recruitment team members to evaluate their efforts to implement new
strategies to recruit more African American male teachers. The team members’ knowledge,
motivation and connection to TMCPS culture were examined through a qualitative approach to
examine how strategies are implemented. The use of interviews and document analysis helped
address the research questions and take a deeper look into stakeholders’ knowledge, motivation
and organizational influences that support their goals. For the most reliable thorough data
collection effort to take place and rich data to be collected, Fusch et al. (2018) claimed that “the
importance of triangulation cannot be underestimated to ensure reliability and validity of the data
and results” (p. 23).
Triangulation is “a validity procedure where researchers search for convergence among
multiple and different sources of information to form themes or categories in a study” (Creswell
& Miller, 2000, p. 126). In qualitative research, triangulation adds depth to the data. I sought to
evaluate the team’s knowledge in recruiting African American males and their experience based
on that knowledge. Interviews provide rich and detailed qualitative data for understanding
participants’ experiences, how they describe those experiences, and the meaning they make of
those experiences (Rubin & Rubin, 2012). The use of documents and artifacts sought to connect
the historical approach to how TMCPS previously recruited diversity.
The study sought to analyze the growth and improvement of recruiting African American
males previously from a historical perspective and the use of current methods through a review
of brochures, professional development documents, websites, policies, and procedures that help
me examine the knowledge, motivation and organizational support of the participants.

39
Documents and artifacts were data sources independent of other forms of research and provided
different insights into the focus of this study (Merriam & Tisdell, 2016). Through a review of the
interview responses, this study explored the participants’ thoughts on the drawbacks of not
having African American male teachers in the district. The interviews served to analyze team
members’ current knowledge and motivation for implementing new strategies that help recruit
African American male candidates. Finally, the answers helped to examine team members’
reflective thoughts on the strengths and challenges of their experiences in implementing
recruitment strategies that target African American male teachers.
Participating Stakeholders With Sampling Criteria for Interview
The population of interest for this study was the human resources recruitment team. As
part of the organizational goal, this stakeholder group recruits, retains, and supports future
teaching candidates, current teachers, and staff and provides them with ongoing support
throughout their tenure at TMCPS. The human resources recruitment team consists of a human
resources superintendent, director, recruiting manager, two administrators, two full-time
teachers, two field workers and three diversity coordinators. Human resources recruitment team
members also work to develop programs that attract potential candidates for multiple positions
within the district. The goal of the human resources recruitment team is that by August 2023,
staff will recruit and hire African American male teachers for the district, raising the percentage
in the classroom from 3% to 5%.
This study examined the knowledge and motivation that the human resources recruitment
team has in relation to achieving their goal and the use of that knowledge and motivation to drive
efforts in minority recruitment within TMCPS. The study will also examine TMCPS as an
organization and its support of the human resources recruitment team members that can be

40
identified as employees who may be assigned to attract, recruit, hire and retain eligible
candidates for employment within TMCPS. Human resources recruitment team members do not
work in my same district, so there were no potential institutional review board concerns. The
population size was 12.
Interview Sampling (Recruitment) Strategy and Rationale
The population of focus consisted of the human resources superintendent, director,
recruiting manager, two administrators, two full-time staff, two field workers and three diversity
coordinators. The rationale for interviewing different team members was to gain different
perspectives due to working in multiple positions, from administration to teaching. Additionally,
interviewing two teachers helped me explore whether their experiences in the classroom with
minority students impacted their recruitment efforts and are consistent with the need to recruit
African American males with their current knowledge and motivation. The rationale for selecting
all listed participants is due to their specific hands-on involvement in the recruitment of teachers
for the district.
Criterion 1
The human resources superintendent, director, recruiting manager, two teachers, two full-
time staff, two field workers and three diversity coordinators participated in diversity recruitment
training. The human resources recruitment team has a fundamental understanding of the concepts
associated with the dist ri c t’s recruitment practices and policies based on experience and
professional development. I invited all team members to interview and conducted eight
interviews.

41
Criterion 2
Human resources recruitment team members who have completed professional
development with regards to diversity recruitment training at least once during a school semester
and use that knowledge to create minority recruitment strategies.
Criterion 3
Human resources recruitment team members who participated in hiring or recruiting
diverse faculty within the last 3 years. Not all staff members will feel comfortable speaking
about their knowledge, motivation, and experience within the organization in relation to the
performance goal. With the help of the administration, I invited and discussed with team
members their role in the study, how their participation was key to the study, and informed them
that that participation was voluntary.
Interviews
I invited the human resources recruitment team members to participate and interviewed
eight of the 12 members. Interview protocols become both a set of questions and a procedural
guide for directing a researcher through the interviews (Jacob & Furgerson, 2012). At the heart
of interviewing research is an interest in other individuals’ stories because they are of worth
(Seidman, 2013). A semi-structured protocol was followed to allow questions to be direct and
focused, showing the participants a guided process, and using open-ended questioning to show
flexibility by providing a more relaxed atmosphere.
The purpose of in-depth interviewing is to understand other people’s lived experiences
and the meaning they make of those experiences. Questions were tied to the conceptual
framework, which called for examining knowledge, motivation and organizational influences by
evaluating the cohesiveness of the organization with the human resources recruitment team and

42
how they create opportunities for the department to hire more African American male teachers.
Some of the specific questions asked sought to explore the participants’ knowledge and
motivation towards recruiting African American males, how they would make improvements and
recommendations for organizational support through professional development and diversity
recruitment training. The Interview Protocol is included in Appendix A.
Documents and Artifacts
Bowen (2009) stated that document analysis is a systematic procedure for reviewing or
evaluating printed and electronic computer-based and internet-transmitted material. Like other
analytical methods in qualitative research, document analysis requires that data be examined and
interpreted to elicit meaning, gain understanding, and develop empirical knowledge (Corbin &
Strauss, 2008). While collecting information interviews, I sought access to certain documents
and artifacts that can be reviewed to explore how the human resources department is currently
recruiting a diverse faculty. Interviewing is also important in determining whether documents are
solicited, edited and/or anonymous (Bowen, 2009). The document and artifact analysis protocol
consisted of reviewing data on diversity recruitment, training materials, human resources staff
training documentation, and previous interview questions and answers from diverse candidates. I
reviewed past knowledge of recruiting minorities, the consistency of evaluating new material, the
motivation to find new recruitment strategies, and the support from the leadership for providing a
supportive culture through communication, resources, and training.
Atkinson and Coffey (1997) referred to documents as “social facts” which are produced,
shared and used in socially organized ways (p. 47). The diversity and recruitment strategies were
documented through brochures, letters, videos, and pamphlets. The conceptual framework can
connect to the use of documents and artifacts by showing a connection between TMCPS training,

43
policies, mission and vision. Document analysis yields data, excerpts, quotations, or entire
passages that are then organized into major themes, categories, and case examples, specifically
through content analysis (Labuschagne, 2003).
Document analysis is a form of qualitative research in which documents are interpreted to
give voice and meaning to an assessment topic (Bowen, 2009). Interviews can help explain the
staff’s viewpoint on current or previously used documentation or artifacts that may have helped
them recruit a more diverse faculty both in the past and currently. According to Bowen (2009),
as the subjective interpreter of data contained in the documents, the researcher should make the
analysis process as rigorous and transparent as possible. By asking the participants questions
about the use of specific documents and artifacts during the interviews, I gained a better
understanding during the review to help bring the key findings to life.
Data Analysis
I began the data analysis using interviews and document analysis procedures. I wrote and
submitted interview questions to the participants and took notes during and by the end of each
session. I documented the answers from the interviews while collectively writing my findings
and thoughts about the data to assess how it aligns with my conceptual framework theory and
what information it provides about the three research questions. I reviewed my notes and looked
for important themes in the notes.
The review of themes will help answer the research questions and contribute to the
overall conclusion. All interviews were confidential and transcribed. During the initial analysis
phase, I used an open coding format from the conceptual framework. During the next phase, I
use a priori codes to analyze data and identify themes. In the third phase, I identified different

44
coding patterns from the interviews and document analysis and reported on themes that emerged
in relation to the conceptual framework and research questions.
Credibility and Trustworthiness
For this study, having credibility and creating an atmosphere of trust for the participants
was vital. I took steps to confirm that the data gathering, and analysis were credible. To ensure
that my study using interviews and document analysis maintains credibility and trustworthiness,
I used an information sheet to increase the study’s credibility and gain participants’ trust. I
provided an information sheet to each research participant. The information sheet was written in
a language that was understandable and accessible to all participants. The information sheet also
explained the purpose of the study. The information sheet reviewed the participants’ rights,
including their expectations for volunteering. The information sheet was used to inform and
educate the recruitment team members about their role in the study and facilitate their
understanding of the purpose of the study.
The researcher must maintain a high level of sensitivity for the document analysis results
to be credible and valid (Bowen, 2009). The approach I used to reinforce the credibility of the
data and overall study is to ensure that any potential interviewees are given the opportunity to
refuse involvement in the study so that I can ensure that those who choose to participate are
genuinely interested in the study and therefore increases the likelihood that they will be honest.
During interviews, recordings of the participants’ responses ensured nothing was missed.
Research findings’ validity increases if they are rich and detailed in their description (Creswell,
2014). Using the subject’s information gained from their answers with both individual and group
interviews will ensure that the collaboration and information are transparent. Participants have a

45
right to expect that their confidence and anonymity will be safeguarded when they agree to be
observed and interviewed (Glesne, 2011).
Ethics
Ethics should be part of every aspect of the design of the study (Maxwell, 2013). The
data collection process will include IRB’s basic principles of ethics. Those who participated in
the data collection did so voluntarily and confidentially and could withdraw from the study at
any point with no pressure or negative response from the researcher (Glesne, 2011). To ensure
that my study using interviews and document analysis maintained an ethical approach, I used an
information sheet to confirm my commitment to the ethical nature of the study and its
participants. I used the information sheet to present the benefits and rights of the participants in
writing. To establish a working relationship with the stakeholder group, the information sheet
helped prioritize both the investigator and participant roles.
I gave the participants important specifics from the information sheet to help explain the
purpose of the study, participant involvement, compensation, confidentiality, alternatives to
participation, and contact information for both IRB and me. Glesne (2011) emphasized that the
researcher has an obligation to protect the rights of the participants, who should not be a means
to an end but should be seen as working together on the research that will benefit them and other
stakeholders. The communication I gave participants when interviewing maintained a sense of
ethical composure that assured them that my intentions were to gather information and not
compromise their roles within the organization. I will ensure that participants have a complete
understanding of the purpose and methods to be used in the study, the risks involved, and the
demands placed on them as participants (Best & Kahn, 2006; Jones & Kottler, 2006).

46
To remind staff that their participation in this study is voluntary, I allowed them to stop
participating if they felt the need to stop for any reason, whether personal or professional.
Though informed consent neither precludes the abuse of research findings nor creates an
asymmetrical relationship between researcher and participants, it can contribute to the
empowering of research participants (Glesne, 2011). In terms of ethical quality, I must be willing
to communicate to participants that any possibility for dangerous information that may come as a
result of the interview will be discreetly handled in a way that will not implicate them as an
employee or the organization itself.
When learning about something illegal or potentially harmful to someone when not
intentionally studying such matters, deciding what to do can be problematic (Magolda, 2000).
Utilizing different strategies to help control the interview environment was vital to displaying
ethical responsibility to the interviewees and the organization as the central structured figure. I
utilized interviews, as they were also vital in how the participants viewed my ethical
responsibility. It was my responsibility to ensure that the staff participants had a private setting
for interviews and gave permission to use recording devices while keeping in mind that as I
wrote answers, the interpretation matched what the participants were telling me. The issue of
privacy arises again during the writing-up phase of the qualitative process. Glesne (2011)
recommended that researchers show gratitude for the time and value provided by the study
participants, especially for interviews. Finally, for their participation in the study, I gave the
participants a gift card to Panera Bread company as a token of appreciation.

47
Chapter Four: Results
The purpose of this study was to explore the TMCPS recruitment team’s capacity related
to recruiting African American male teachers to K–12 public schools. This study focused on the
knowledge, motivation, and organizational influences related to the team achieving the overall
organizational goal to increase the rate of African American male teachers from 3% to 5% by
August 2022. The recruitment team did not achieve this goal. Later studies may further explore
the impact of the COVID-19 pandemic on hiring teachers in general and specifically how it
impacted the hiring of African American males.
Participants
The TMCPS recruitment team consisted of 12 current or former employees and was the
stakeholder group of focus for this study due to their responsibility for developing,
implementing, managing, and creating recruitment activities related to increasing the number of
African American male teachers. One-on-one interviews were conducted with eight members via
Zoom and recorded with the participant’s permission. All individual identifying information was
omitted from this study to protect their identities. All participants were offered a copy of their
Zoom interview recording as a means of interviewee transcript verification. The team members
were staff from the human resources department and school teachers. There were three members
from the human resources department, one high school teacher, and one middle school teacher.
Also, there were three administrative team members: the current TMCPS human resources
director, the charter school principal, and a former charter head of school.

48
Table 5 presents an overview of the participants. Each interview was structured using 15
questions created by keeping the knowledge, motivation, and organizational themes as focal
points.

Table 5
Interview Participants
Participant Job title Years on job Race Gender
Participant A Human resources 6 White M
Participant B Charter school director 8 Hispanic F
Participant C Human resources 9 Black M
Participant D Middle school teacher 21 White F
Participant E High school teacher 3 Black M
Participant F Human resources director 10 White F
Participant G Human resources 15 Black F
Participant H Former head of school 15 Black M

49
Knowledge Influence Findings
Five interview questions sought to explore the knowledge influences on the TMCPS
recruitment team members pertaining to meeting the organizational recruitment goal. Qualitative
data were gathered through Zoom interviews. I asked their thoughts on foreseeable risks due to a
lack of African American male candidates, whether feedback from African American male
teachers on their experience in the recruitment process was relevant to current strategies, and
how the lack of African American male teachers might impact minority students. These
questions’ purpose was to assess declarative knowledge influences. I asked a question on the
recruitment skills that would help them develop professionally to assess the metacognitive
knowledge influence. All participants were informed that they did not have to answer any
questions with which they were uncomfortable. The findings demonstrated participants’ detailed
knowledge related to the different knowledge influences, and therefore, knowledge influences
were categorized and determined to be assets.
The Recruitment Team Understands the Importance of Having African American Male
Teachers and the Drawbacks of Not Having Them
The recruitment team participants’ responses reflected a solid understanding of the
importance of hiring African American male teachers. All participants spoke to the lack of
diversity in the school system but were specific about the lack of hiring African American men
in the classroom. Participant A stated, “The lack of being intentional to hire African American
males is a big risk to students understanding the bridge of cultural differences.” Here, Participant
A, a White male, discussed his views on recruiting African American males, which addresses the
importance and the drawbacks. Participant A perceived the need to hire African American males,
particularly in the lower grades, as a key component to success later in a student’s educational

50
career. Participant A was also aware of cultural gaps that could be misinterpreted or completely
missed by non-minority students if there are no African American male teachers in the system to
guide or redirect their misconceptions.
The influence African American males can have on students is important. However,
addressing the lack of African American male teachers can impact the perceptions of students
who are not African American is equally as important. Participant E stated, “The need for
specificity is important in understanding what type of diversity we are looking for because it
helps align with the purpose of the school and identifies the needs in specific areas that often go
missing for organizational needs.” Here, Participant E communicated his view that recruiting for
diversity does not necessarily address the district’s needs when it comes to the increase in
African American children specifically. Participant E pointed out that “the need to be specific
about hiring African American men helps to address what the organization identifies as a true
need and provides a purpose to address the increase of African American student population
growth.”
The recruitment team was adamant about the need for African American men in the
classroom. Each participant felt that the connection for African American students is often
missing due to the lack of guidance in fatherless homes and that the value of African American
male teachers as role models in the classroom is often underappreciated. Participant H stated,
“Most children appreciate structure, especially if they trust you, but if there is no connection, that
relationship will be perceived as disciplinary only, especially with Black children.” Interview
data revealed that the participants had knowledge about the shortage of African American men in
the classrooms. The study also helped identify narratives of value from the participants’
responses identifying areas that often are not discussed, such as African American men being

51
“social and emotional” leaders for students of color. Participant B stated, “The value of African
American male teachers being in classrooms becomes heightened when they are visible, and it
dispels perceptions of negativity often portrayed in the media.”
The recruitment team’s responses also indicated that they had knowledge of what
absenteeism brings from the lack of African American men in classrooms and homes, which
leads to participants communicating the importance of innovative strategies to help recruit more
African American men. Participant E stated, “It is very hard to create connections at school and
at home when there is no one that looks like you available to guide, comfort, or console you.” A
few highlighted strategies mentioned by participants included recruiting at historically Black
college and universities, connecting with college teaching programs, and establishing district
mentors of color, which showed the importance of addressing the recruitment needs by utilizing
multiple resources in a non-traditional approach. As indicated in Chapter Two, African American
male teachers can significantly impact student achievement because of their shared cultural
experiences with oppression and discrimination (Bell, 2014; Milner, 2006; Mitchell, 1998).
Table 6 presents additional quotes that reflect the participants’ understanding of having African
American male teachers and the drawbacks of not having them.

52
Table 6
Interview Participant Comments Regarding Understanding the Importance of Having African
American Male Teachers and the Drawbacks of Not Having Them
Interview question Participant comments
Describe your thoughts about any foreseeable
risks to this organization that may result in
the lack of African American male teacher
candidates.
“There is always a lack of understanding
minority perspectives when it comes to
education, especially those who have not
had the same social, emotional, and
institutional struggles in the classroom. …
That is dangerous for the overall creation of
well-rounded students and human beings.”
“Students need to see role models that show
representation from their communities;
otherwise, the pipeline to have more males
of color in the education field will slowly
die out.”
“Usually in low-income homes, the father
figure is absent and male teachers become
the supplement or example for students of
color to see themselves in a different light.”

The Recruitment Team Uses Knowledge to Implement Innovative Strategies That Recruit
African American Male Candidates
Interview findings indicated that the TMCPS recruitment team possessed knowledge of
utilizing multiple recruitment strategies to recruit more African American male teachers. The
recruitment team recognized that increasing the effectiveness of current or new strategies, which
included creating outreach programs, growing their population within the districts, and
advocating for fair certification exams, are critical to the recruitment and, ultimately, retention of
African American male teachers. Participant F, the human resources director, stated that

53
“recruitment has changed, as well as interview platforms, so the reading of resumes has shifted
to more non -traditional forms of recruiting and hiring.” Team members communicated that there
had been success in utilizing strategies to establish overall diversity initiatives in the workplace.
Interview data demonstrated that despite newer implementation initiatives, the
recruitment of African American male candidates still needs to overcome challenges. The
recruitment team demonstrated that they had specific knowledge of how to increase the success
of their recruitment practices. One of these practices was using technology and social media
platforms to quickly identify potential African American male candidates. Participant C stated,
“Utilizing social media platforms such as Instagram, Facebook, and LinkedIn have been
instrumental in finding candidates who may not have a resume floating around.”
The recruitment team’s willingness to interact and use strategies to help recruit African
American male candidates further solidified their understanding to continue developing their
knowledge of recruitment practices targeting candidates of a specific race and gender. The
recruitment team’s goal to specifically reach the African American community was to help
create opportunities for the district to emphasize what they valued in African American male
candidates. Participant G stated, “It is important that as we are reaching out to specific
communities, that we promote authenticity when engaging in conversations with African
American candidates, especially when the environment does not do well promoting their value.”
Participant B, a Hispanic female, stated, “I have had the most success in recruiting and hiring
African American men when I shared personal connections relating from the stories of my
African American and Hispanic students.”
As a result of their knowledge of increasing and implementing strategies that target
African American men, the recruitment team agreed that some of the current actions created

54
more conversations on the importance of recruiting African American males specifically and of
utilizing areas that have been deemed a deterrence for candidates as they are navigating the
recruitment and hiring process. Participant F stated, “We have already started to look at
certification processes and extend the requirement of completion for up to 3 years for non-
traditional applicants.” Table 7 presents additional quotes that reflect the participants’
understanding of how to implement effective strategies that help recruit African American male
candidates.

55
Table 7
Interview Participant Comments Regarding Implementing Effective Strategies to Recruit African
American Male Teacher Candidates
Interview question Participant comments
What are some of your ideas for
increasing recruitment strategies with
regards to hiring more African
American male teachers to the district?
“We have to be diligent about going to universities
and creating connections with their college of
education programs, but at the same time reach
out to organizations that have a high volume of
African American population such as fraternities,
NAACP, [Black Student Unions].”
“We should invest in “grow-your-own” programs
that allow interactions beginning with high school
students so that they can form mentors with
current African American teachers in districts.”
“We need to create outreach programs that can
connect with teacher aides and help them with a
pathway that leads to teacher programs and
certifications.”

“The focus may need to shift from traditional means
of recruitment to looking at resumes that are
educational-based and think about non-traditional
avenues that could pull from a bigger pool.”

“Create awareness for educational departments to
rethink the use of teacher certification exams or
establish alternative requirements that target non-
traditional education majors.”

The Recruitment Team Reflected on Strengths and Challenges to Recruit African
American Male Candidates
Participants’ interview responses indicated that they were conscious of their current
strengths in recruiting more African American male teachers. Three African American male

56
participants discussed their current roles and how they were recruited, but they also expressed
frustration with their recruitment and hiring process. Participant C, a Black male, stated,
“Implementing recruitment strategies are not hard from this side, but I can see from my own
hiring process that the follow-through after implementation is what has created the most
challenges.” The recruitment team shared the duality of creating and implementing recruitment
strategies but also expressed the challenges after implementation. When recalling their strengths
and challenges with recruitment, Participant E, a Black male, stated, “As a new teacher in the
district, I was the most concerned that my support system would be different once hired than
what was told when I was interviewing.” This recognition was a firsthand account of the duality
of recruiting teachers of color while recognizing the importance of recruiting more African
American males but also having the distinct challenges that were frustrating as a recruiter and
employee in the district.
All participants indicated that they constantly reflect on their strengths and challenges in
recruiting African American men in multiple meetings since the initiative became a priority in
2016. A few who worked in the human resources department shared more reflective experiences
with their specific roles, while others, not exposed fully to the human resources daily regimen,
answered accordingly with their specific roles in the district. Participant C, a Black man, stated,
“the hardest part for me in human resources is not only trying to find more African American
candidates but also ensuring that we have the right candidates no matter what race.” Participant
D, a White female middle school teacher, stated, “From a teacher’s perspective and classroom
setting, I understood the challenges working with African American students. However, working
with the recruitment team showed me that my perspectives were fairly shallow and that more
needed to be done.”

57
A few participants reflected on their individual strengths and challenges in recruiting
African American men. Specifically, challenges with motivation and communication made up a
key theme in their answers. Participant F stated, “The risk to achieving high motivation when
recruiting African American males is that some don’t believe that there is a significant problem,
outside of the fact that they already feel comfortable with what is currently in place.” Participant
D stated, “It is a goal of our recruitment team to be strategic, intentional, and realistic about our
demographics so that leadership can support the goal and communicate often about strategies
that are working or not working.” The interview responses showed that communication among
the team created opportunities for them to reflect on their strengths and challenges and allowed
opportunities for them to get feedback on recruiting practices that worked. Table 8 presents
additional quotes that reflect the participants’ understanding of their strengths and challenges
when recruiting African American male candidates.

58
Table 8
Interview Participant Comments on Reflecting on the Strengths and Challenges of Implementing
Recruitment Strategies for African American Male Teacher Candidates
Interview question Participant comments
What recruitment skills have you
developed through diversity
training that will help you develop
professionally?
“I have been conscious in my training about the need
for “specificity” in understanding what diversity is
actually looking for and how that impacts my
questioning and responses to answers given by
candidates.”

“I learned how to create a space in my interactions
with African American male candidates that allowed
me to be influential and use my own experiences to
help guide and mentor potential candidates.”

“As a White female, I learned that communication to
African American candidates about education can
also reflect their personal experiences with
education, and it may not be positive. Therefore, I
have become a better listener to keywords and
phrases.”

“I learned more about empathy and being responsible
for understanding what “cultural proficiency” is. I
feel this skill will ultimately create a place for my
own emotional intelligence to be activated when
recruiting African American male candidates
because of their historical challenges with the
educational hiring process.”

Motivation Findings
I asked three interview questions to assess the motivational influences of the TMCPS
recruitment team members related to increasing the number of African American male teachers
in the district. Interview data demonstrated mixed levels of self-efficacy and value. Participants

59
also indicated frustration had set in with regard to specific strategies that were put in place by
TMCPS or the lack of communication to keep them encouraged to complete their tasks. The
participants spoke candidly to provide feedback from their individual jobs, which also
contributed to the overall interviews but not necessarily as part of the three-question interview
process.
Recruitment T e am ’s Mixed Levels of Self-Efficacy
Recruitment team members were internally motivated to help break the gap in recruiting
more African American men. Team members felt they were capable of creating strategies and
were excited to take on challenges that involved finding, recruiting, and, ultimately, hiring
African American male teachers. However, various interviewees reported that newer strategies
they were implementing were believed to have value but felt the overall support from the
organization created doubt in their ability to see the process through, which made it difficult to
measure success or failure. Participant H stated, “I think our group really wanted to make a
conscious effort to grow our own population of new African American male teachers through our
paraprofessionals, coaching, and other job-related duties that worked with children.”
According to the participants, over time, some of the setbacks with recruiting did not
cause participants to feel less efficacious, but the systems and policies that could have been more
supportive were deemed frustrating. Participant A stated, “The challenges we faced was just
getting people to apply through our website but ensuring that we also were getting quality people
to fit our needs.” Participant F stated, “It is tough to stay encouraged, but we all agreed that the
goal was too important to our students to ever give up, even if we felt like we were on our own
sometimes supporting our strategies.” Participant B described his frustration by stating, “I
understand my role and experiences will help shape the future, but the technical aspects of

60
recruiting and the prioritization of policies over strategies that would help create pipelines for
connections, has been the most frustrating.”
Team members acknowledged a collective efficacious mentality when working with each
other to implement recruitment strategies targeting African American males. Participant F stated,
“I love working with this group because we know what is needed based on our similarities of
experiences, but we also enjoy learning things from each other when we are not as familiar with
a particular subject or strategy.” Table 9 presents additional quotes that reflect the participants’
motivation to recruit African American male teachers.

Table 9
Interview Participant Comments on Motivation to Recruit African American Male Teachers
Interview question Participant comments
In what ways do you feel the recruitment team
is motivated to implement new recruitment
strategies that target African American
male teachers?
“We feel motivated because we have worked
on being strategic, realistic, and intentional
towards understanding demographic trends
and communicating that to our leadership.”
“Even though there is a specificity to
recruiting African American male teachers,
I wouldn’t want to force the process without
knowing there would be support if hired.”
“As an African American man, I understand
the difficulty with the recruiting process,
but also feel very confident that I could use
strategies that worked for me to help attract
more African American male candidates.”

61
Recruitment T e am ’s High Value for Recruiting African American Male Teachers
All interviewees expressed that there is high value in recruiting African American male
teachers. The answers reflected that it is extremely important that African American male
teachers play a role in the maturation of students of color and in creating opportunities to connect
through similar experiences. According to interview answers, the value of African American
male teachers was placed in the social and emotional health of students of color and in preparing
non-students of color to live and contribute in a diverse world. Other areas that placed value on
African American male teachers were being influential to male students of color, creating
connections, and promoting a pipeline for African American boys to consider education as a
career. Participant H stated, “The need for African American male teachers for students of color
is so important at a young age because their presence provides some hope that there is something
better to look forward to than the situations they currently may be in.” Participant D stated, “My
first interaction with an African American male teacher scared me, but I felt like they understood
me and therefore, I tended to seek those connections throughout my educational career.”
As reflected in their comments, the value placed on hiring African American men
created more commitment from the participants to approach and overcome the lack of diversity,
and it helped them to concentrate on the specific needs of recruitment targeted at African
American males. Participants also thought that “value” reinforced purpose when they were
looking for diversity and making a conscious effort to make goals in recruiting African American
male teachers attainable. Participant F described that “it is easier to show the need and value of
African American men when you have African American boys who are typically on the low end
of basic educational resources and guidance.”

62
Table 10 presents additional quotes that reflect the participants communicating the value
of recruiting more African American male teachers.

Table 10
Interview Participant Comments Regarding Understanding the Value of Recruiting More African
American Male Teachers
Interview question Participant comments
What does a “commitment to diversity
recruitment” mean to you in the
workplace?
“It is important that the organization represents
and resembles the people who look or think
like them; therefore, you can see value in a
company that is committed to a diverse
population of thoughts and actions.”
“Recruitment is hurting, so a conscious effort to
set goals and being strategic about
demographics allows a focused team that
understands the value of a diverse population
in the workplace to be 100% committed to the
team and the overall organization.”

63
Organizational Influences Findings
Seven organizational influence questions were asked of the participants in the interview
to better understand the TMCPS cultural setting. The areas explored were how the training,
professional development, and key strategic support that the organization provided impacted
recruiting diverse teachers, particularly African American men. Other areas discussed involved
communication about the organization's future and participants’ thoughts about how significant
an increase of African American male teachers would be in the district. For the recruitment team,
these areas were important for them to have a better understanding of the organization, whether it
could improve as a whole with more African American male teachers, and whether the increase
of African American male teachers was a direct result of the recruitment team implementing
newer and improved strategies. The answers helped support the need for more professional
development, diversity training, and feedback about the significant impact of newer practices,
which could lead to the success or failure of the organization.
The organizational influences were measured in three categories: communication,
culture, and training. The communication influence focused on how TMCPS communicated with
the recruitment team members about the importance and value of specifically recruiting African
American male teacher candidates. The organizational influence of culture focused on how
TMCPS supported recruitment team members by aligning specific goals of recruiting African
American males, providing an atmosphere that supported incoming teachers while providing
current African American male teachers with mentors and monthly check-ins. The training
influence focused on the participants’ experiences with TMCPS providing effective skills and
feedback through actions such as diversity training, policies, procedures, and professional
development.

64
Based on participants’ interviews, there were several indications that organizational
influences in communication and training were absent in supporting recruitment team members.
Participant F stated, “There is not a sense of sustained commitment from the organization
because there have been no tangible attempts to maintain a proactive system of recruitment
through training.” Participants discussed that communication was difficult because there was no
initial trust in recommendations, no follow-through with demands or expectations from the top
down, and the lack of training created challenges with the team’s motivation to follow through
with important aspects of recruitment. Participant B stated, “From 2017 to 2021, there was no
real internal conviction from the top to make this specific type of recruitment a priority, even
though it was communicated as a priority in 2016 but has slowly disappeared over time.”
The participants identified and communicated strategies in professional development,
recruitment diversity training, and previously used diversity recruitment practices that could help
target more African American men. Over 4 years, communication within the organization had
declined after the superintendent’s transition in 2016. Participant H described a few areas that
were communicated to the organization as improvements to recruitment, such as “recruitment
through social media, creating a recruitment website, and utilizing a working budget that allowed
updated professional development.”
TMCPS Communication Issues with Recruiting African American Male Teachers
The recruitment team participants provided insight into how they viewed TMCPS’s
overall communication efforts with recruiting diversity, specifically African American men. The
recruitment team members communicated the need for a diverse population of teachers in the
school system to match the increasing population of diverse students in the classroom. However,
they did not feel that TMCPS made it a priority through their communication verbally or

65
digitally. Participant A stated, “TMCPS was not intentional or committed to recruiting African
American males because diversity was not even a priority on the county recruitment website.”
Participant C stated, “There were no efforts from TMCPS creating new initiatives for
recruitment, or transition processes, so, therefore, everything seemed to be talking points with no
action behind it.”
Six participants felt that TMCPS had provided little to no communication about wanting
to recruit more African American male teachers. Participant H, a former head of school, stated,
“Every communication attempt seemed to turn into a conversation about a forced agenda, even
though the significant need was clearly presented by the recruitment team.” However, two
participants did feel that TMCPS was making small strides in communicating the importance of
having a diverse population of teachers but not enough effort to fully commit to hiring African
American males specifically. Participant B stated, “There was communication that a cultural
assessment needed to be a priority, and I am glad they saw that as a need, but that was all that we
had for a while to work with.”
TMCPS Organizational Culture Issues and its Effect on Recruiting African American
Male Teachers
Recruitment team members’ interviews indicated that the overall culture of TMCPS was
instrumental in the slow process of recruiting diversity and African American male teachers. A
few participants shared that recruiting people of color, in general, appeared to not be prioritized,
based on a lack of effort from TMCPS to provide significant strides in diversity professional
development, urban culture training on recruiting Black men, and evidence that the people of
color who are currently in the district were supported. Describing the organization’s approach to
addressing their role in these discussions, Participant F stated, “There is always a top-down

66
approach to what they feel is important to learn, but never intentional specifically about
improving hiring of African Americans men since they were the gatekeeper for all resources and
training.” The participants’ responses specified gaps that contributed to the lack of recruitment
success. Specifically, Participant C stated, “There were never any attempts to train our group on
how to reach out to African American males, including how we communicated, formulated
questions, understood tones, or motivated them to think about teaching.” Participant E stated that
“Leadership had no internal conviction to make significant moves towards hiring more African
American men to the district because the few who were there did not feel supported.”
The recruitment team members shared in their interviews that with the changing of
superintendents in 2015, the initial efforts to bring this group together was the most initiative that
TMCPS showed 6 years ago to address the district’s lack of diversity. Participant G stated,
“There was a noticeable shift when our superintendent, who was an African American female,
joined 6 years ago and made diversity recruiting a priority.” Participant C also highlighted a
noticeable shift 6 years ago but added that “the superintendent left after 3 years, and we were
right back at the beginning stages.” Participant B described that, initially, there was “little to no
guided direction or plan” to help evolve the recruitment team’s goal even though communication
was deliberate about fixing the issue after the superintendent left.” Recruitment team members
indicated that one of their goals was to help the “overall culture,” which also played a larger role
in addressing and helping TMCPS to specifically identify African American male candidates and
have them interview for teaching positions. Participant H stated, “If the overall “culture” of our
district is truly important, then we need more African American men to play a significant role for
success in our current educational systems.”

67
Lack of Training Around the Recruitment of African American Male Teachers
The recruitment team participants indicated that TMCPS initially attempted to restructure
recruitment strategies and provide training in communication, budgeting, social awareness, and
understanding cultural differences within the human resources department to target African
American male candidates. Participant A stated,
Initially, there was a high need to address the influx of African American and Hispanic
students at the lower grade levels, especially after research indicated to us that the
elementary phase is where critical growth can happen, but most of the teachers in those
positions were having issues with relationships, so we saw a need to add more teachers
who could relate mentally, emotionally and socially.
With an increase of minority students in the district, TMCPS's organizational goal was to
increase the rate of African American male teachers from 3% to 5%. Participant H stated, “To
gauge its success, there was a consensus that the effectiveness of professional development and
training was essential to support team members.” The recruitment team recognized and agreed
that TMCPS’s ability to provide training and professional development was “verbalized” as a
commitment. However, according to six participants, there was little follow-through in action.
Participant D described that “the change in leadership, the lack of communication, and lack of
funding played a role in making training less of a priority.” Team members communicated that
although TMCPS verbally expressed that their commitment to recruiting African American male
candidates was a priority as an organizational value, the commitment to training and professional
development on recruiting for diversity was lacking in several areas. Participant A stated, “There
was no internal conviction that training to recruit African American males was priority.”

68
Therefore, the lack of training and professional development for team members created a culture
that did not align with the organizational values or support the overall organizational goal.
Summary
This study explored the recruitment team’s knowledge and motivation related to
achieving TMCPS’s organizational goal. It also examined the relationship between the
recruitment team’s knowledge and motivation and the organizational culture of TMCPS to
identify recommendations for recruiting more African American male teachers. This chapter
presented an analysis of interview data that demonstrated the recruitment team’s knowledge and
motivation skills that may be helpful to the overall organization in achieving its goal. The
recruitment team understood and used knowledge regarding diversity recruiting, including
engagement, evaluation, coaching, interviewing and communication. The recruitment team
communicated awareness to explore recruitment strategies that invite African American
educators through referral incentives and mentorship programs and support them once they join
the district by utilizing peer coaching evaluations, communication, engagement, and recognition
practices.
However, the recruitment team expressed concerns that significant areas in the
organization created challenges with proactive communication and training. Chapter Five will
present recommendations for effective recruitment practices based on the interview findings. The
recommendations are part of the overall strategy to increase the number of African American
male teaching candidates within the TMCPS district. Finally, the recommendations also seek to
provide specific action plans that create better communication and training strategies between
TMCPS and the recruitment team.

69
Chapter Five: Discussion
The TMCPS organizational goal to add more African American male teachers was
created to promote a more diverse faculty with a climate and culture that addressed and
supported the district’s growing population of African American and Hispanic students. The
study aimed to explore and support the recruitment team’s capacity to achieve the organizational
performance goal to recruit and hire African American male teachers throughout the district from
3% to 5% by June 2023. The following questions guided this study:
1. What are the TMCPS recruitment team’s knowledge and motivation related to
implementing diversity recruitment strategies to recruit African American male
candidates for teaching positions within the district?
2. What is the relationship between the district’s organizational culture and context and
recruitment team members’ knowledge and motivation to implement diversity
recruitment strategies to increase the number of African American male teachers?
3. What are the recommendations for TMCPS in the areas of knowledge, motivation,
and organizational resources that promote a diverse community that targets more
African American male teacher candidates?
Discussion of the Findings
Chapter Four presented knowledge, motivation, and organizational findings in the context
of the TMCPS recruitment team’s capacity to achieve the organizational goal of increasing the
rate of African American male teachers in the district from 3% to 5% by August 2022. These
results were from an analysis of qualitative data gathered through one-on-one Zoom interviews
with eight members of the newly formed TMCPS recruitment team. The findings established that
although knowledge, motivation, and organizational gaps were present, the recruitment team did

70
possess assets that could be instrumental in helping TMCPS achieve its organizational goal.
Chapter Five will present recommendations based on the findings, which may also provide
human resource departments in other districts an opportunity to address the lack of African
American male teacher candidates in their districts. The literature suggests that African
American male teachers can serve a significant role for African American male students (Watson
& Smitherman, 1996).
In 2015, there was an influx of African American students that moved into the TMCPS
district. The belief was that hiring more African American male teachers would benefit the
students, especially in kindergarten through third grade. Studies show that African American
males have made a positive difference in the lives of African American students (Thomas-EL et
al., 2003). Although research on African American male teachers’ impact on African American
students’ achievement is divided (Jencks & Phillips, 1998), there has been a nationwide call for
African American male teachers in public schools to serve as positive role models for all
students (Hunter-Boykin, 1992).
This study of the recruitment team’s knowledge and motivation showed significant gaps
in organizational support regarding communication and professional development. However,
based on the findings, there are opportunities for changes to be made so that the recruitment team
feels more efficacious in their goals while supporting and helping TMCPS achieve its overall
goal. After reviewing the findings and identifying the gaps in Chapter Four, this chapter presents
recommendations to address the team members’ knowledge and motivation and help the
organization in the areas of communication and professional development to achieve the overall
goal of increasing the number of African American male teachers in the district. The following
sections will discuss the recruitment team’s understanding of the value of African American

71
male teachers, their mixed efficacy on recruiting African American men, and the barriers
TMCPS created that caused gaps for the recruitment team.
The Recruitment Team Values African American Male Teachers Despite Gaps in
Communication and Professional Development
Knowledge influences are critical for the recruitment team to meet the performance
goals, as employee knowledge is a significant factor behind sustainable advantage and the
success of an organization (Alvesson & Karreman, 2001; Jonsson & Foss, 2011). This study’s
results revealed gaps in declarative and procedural knowledge. The literature defined social,
emotional, and academic reasons African American males are needed in the classroom, which
were part of the recruitment team's understanding of the value of recruiting African American
men. According to Clark and Estes (2008), “all organizational goals are achieved by a system of
interacting processes that require specialized knowledge and motivation to operate successfully”
(p. 104). The recruitment team understood the value of having African American men in the
classroom. The gaps were created through the organization's lack of communication with the
team and the absence of professional development.
It is important to close the gaps, which would enhance understanding of African
American males' importance to the classroom from the top down. According to Rueda (2011),
value refers to the importance one attaches to a specific task. All of the participants agreed that
having African American male teachers was important for African American students and to
dispel narratives often displayed in the media about Black men. The consensus among the
participants was that African American male teachers also add value outside the classroom. They
help students understand cultural differences through conversations on race, diversity, and
dispelling any misconceptions about African American men found in social media or news

72
outlets and misinterpretations about this population among non-minority students. They also help
address stereotypes or rumors about Black men, which is important in students’ growth and
development. Negative stereotypes portrayed in the media about African American men affect
their self-image and academic confidence (Jenkins, 2006). As a result of stereotypes and
misinformation, African American men have been labeled, both in society and in academia, as
dysfunctional and uneducated (Palmer et al., 2009), disinterested and disengaged, unfriendly,
threatening, less intelligent (Dancy & Brown, 2008; Gasman et al., 2016), and as violent and
dangerous (Jenkins, 2006).
This study’s results showed communication gaps between the organization and the
recruitment team. The recruitment team felt district leaders did not agree with them on the value
of African American male candidates, based on how information or goals were communicated
from the top down. The interviewees were firm in their beliefs about the need for African
American men in the classroom. However, they did not feel that TMCPS, communication verbal
or digital, conveyed meeting this need as a priority. One participant stated that diversity was not
a highlight on the recruitment website. This discrepancy in prioritization affected whether both
entities agreed on hiring goals or recruitment strategies.
According to the recruitment team, the value was less visible from TMCPS due to the
lack of professional development or communication on the need for training in targeting a
specific group of candidates with no verbal or financial follow-through. There was a need to “be
specific in our recruitment,” according to one participant; however, many participants did not
feel the organization supported that. The organization must provide a realistic and precise vision
for the team to produce positive outcomes, as such a vision can lead to higher performance than
ambiguous goals (Locke & Latham, 2002). From a procedural knowledge standpoint, the

73
participants wanted to gain more knowledge through professional development focused on
recruiting African American men. The participants expressed the need to learn new strategies,
training methods, and interpersonal skills to identify potential African American male candidates
qualified to teach in the district. The participants felt that support from the organization to help
them learn skills would address these communication gaps. Overall, the recruitment team
members felt that the organization did not value recruiting African American men as much as
they did.
The Recruitment Team had Mixed Levels of Self-Efficacy on Implementing Recruitment
Strategies that Targeted African American Male Candidates
The findings presented the recruitment team’s mixed self-efficacy levels. Employee
motivation influences play an important role in the organization reaching its performance goal.
Specifically, the recruitment team felt efficacious about creating and implementing updated
practices to recruit African American male candidates. However, more than half expressed a
need for more confidence in their individual recruitment skills due to a perceived lack of support
from the organization overall about implementing new strategies. Motivational factors impact
behaviors in active choice (initiating a task), persistence (continuing a task despite distractions),
and mental effort (acquiring new knowledge; Clark & Estes, 2002). The recruitment team felt
that the organization was prioritizing district policies versus supporting diverse recruitment
strategies, creating frustration among the team members.
The findings indicated that the recruitment team members worked well together and felt
strongly as a unit about implementing strategies, including using paraprofessionals, peer
coaching, and other coaches or learning specialists who work extensively with children.
According to Clark and Estes (2008), an individual’s motivation provides them with the goals

74
and resources that can result in a reasonable amount of effectiveness. Some participants
discussed the importance of their goal to recruit African American men and felt it was important
to continue using improved practices, even when they felt that the organization was not
supportive of their efforts. The team felt motivated to continue improving the recruitment of
African American men, despite frustration with setbacks and follow-through from the top.
According to Clark and Estes (2008), the lack of efficient and effective organizational work
processes and resources may discourage the most motivated, knowledgeable, and skilled person
in the organization.
The Recruitment T e am ’s Perception of Gaps Created by the Lack of Training and
Communication by TMCPS
One of the recurring themes in the findings was the need for more effective
communication around diversity and opportunities for professional development. Based on
several responses, the lack of communication and training was a barrier to meeting the
recruitment team’s goal, which affected the overall achievement of the organizational goal. In
2016, the former superintendent felt that recruiting for diversity in the classroom was a key
priority in addressing the increase of African American and Hispanic elementary school students.
The superintendent was also instrumental in specifically communicating the need for more
African American male teachers. The recruitment team was formed as a result of finding new
approaches to recruit African American men while also addressing the lack of overall diversity in
the district.
There was a significant shift in 2016 when the former superintendent resigned. According
to the findings, the recruitment team believed they had strategies to improve the recruitment of
African American men through social media outlets. The team members felt the district website

75
needed to communicate the need for a diverse population, but with the superintendent’s
transition, there was little interest in making those ideas a priority. When the team members
attempted to keep their goals relevant to hiring African American men, they felt TMCPS pushed
the agenda back, and communication dwindled. The team’s communication efforts with TMCPS
reflected a call for training to address the growing need for African American male teachers.
When an organization fails to align resources, processes, and goals, the result can be confusion,
inefficiency, and disappointment (Clark & Estes, 2008).
Recommendations for Practice
The findings led to three recommendations for addressing the gaps, supported by the
literature review. The first recommendation is for TMCPS to provide professional development
for the recruitment team to address the growing population of African American students.
Specifically, the team requires training on recruiting African American male teacher candidates.
Second, TMCPS should increase its communication with the recruitment team, sharing ideas,
aligning goals, and promoting a unified cultural environment that allows the team to increase
diversity in the district. The third recommendation is for TMCPS to help the team to build self-
efficacy about their ability to recruit African American male teacher candidates.
It is recommended that TMCPS increase the recruitment team members’ self-efficacy by
enabling them to take the lead on recruitment policies, projects, and procedures while offering
consistent feedback to build their confidence in accomplishing their recruitment goals. These
training sessions would identify new recruitment practices while allowing the members to utilize
their skills, converse, and provide feedback to create a proactive atmosphere of goal setting and
achievement. The following sections discuss these recommendations further.

76
Provide the Recruitment Team With High-Quality Professional Development for
Recruiting African American Male Teachers
A key component of the team’s lack of knowledge and motivation was the absence of
specific training on targeting a specific population of candidates. The lack of training and
employee development is likely to cause problems in employee career development (Putri,
2018). The recruitment team wanted more support from TMCPS to research, implement, and
practice skills to hire more African American male teachers. Career development entails
preparing employees for higher career paths and providing more responsibility and appreciation
for their efforts (Afiyati, 2018).Professional development in recruiting African American male
candidates will help identify which strategies are productive, need modifications, or should be
eliminated.
The recruitment team identified professional development as a must for continued growth
and achieving the overall organizational goal. The participants also indicated that professional
development was important to their motivation. The study found that their mixed efficacy was
primarily due to feeling inadequate about their training on the district’s needs and their
individual goals. Work motivation significantly affects performance (Raharjo et al., 2014). The
recommendation is to form cohesion between TMCPS and the recruitment team via adequate
training that helps the team members feel more efficacious in recruiting for diversity while
highlighting the organizational goal. Pradnyawati (2017) found that training positively and
significantly affects career development. It is recommended that the recruitment team receive
training quarterly to address the goals of recruiting for diversity and learn specific skills to target
the African American population. It is also recommended that TMCPS send leaders to

77
professional development sessions to learn about the district’s changing demographics and show
cohesiveness and partnership with the recruitment team.
Increase Recruitment T e am ’s Self-Efficacy
The recruitment team saw value in recruiting African American male teacher candidates.
However, some lacked self-efficacy in using recruitment skills and ideas to increase the number
of African American men. A few participants responded that TMCPS's lack of communication
and training opportunities hindered their motivation. Pajares (2006) discussed high self-
efficacy’s positive influence on motivation. The recruitment team needs training on recruitment
skills targeting African American males to increase their belief in their ability to achieve their
goal. The recommendation is for TMCPS to re-open dialogue with the recruitment team
regarding specific goals and methods to reach those goals. To increase the recruitment team
members’ self-efficacy, the team should complete an annual orientation session related to
strategies and procedures associated with the district recruitment plan.
The orientation will allow the team members to practice specific recruitment procedures
that may increase interest in the district. The specific areas targeted for the recruitment team will
also contain professional development opportunities, personal interview forms, contingency
contract procedures, and instructional interview guides. According to Appelbaum and Hare
(1996), the most extensive application of self-efficacy has been in training. When the team has
exposure to new ideas, strategies, and professional development, they are confident that the
training will work to achieve the goal. The recruitment team will also see internal movement
from the district, allowing them to feel supported. There is evidence that new district efforts will
enable team members to examine new teacher certifications and district talking points for

78
recruitment, review all recruitment and retention strategies, and balance recruiting locations,
dates, and individual and team assignments.
Increase Communication With the Recruitment Team to Support Diversity Efforts
The study’s results indicated that the recruitment team believed there was a lack of
communication from TMCPS regarding recruiting ideas and goals. In addition, the district's
culture regarding diversity shifted when the former superintendent left in 2016. This shift was
important to the recruitment team because prior to the superintendent’s departure,
communication and the organization's culture were supportive and proactive about diversity
goals and practices. Communication problems are more frequently the indicator of a deeper
problem that leads to uncertainty about the organization's direction (Koontz, 2001). The study
found that communication played a key role in the recruitment team’s assessment of success.
The team members felt that the quality, dissemination, and accuracy of downward
communication about diversity and specificity in recruiting African American males were poor.
According to research, professionalism, integrity, commitment, and responsibilities will
improve TMCPS's culture and communication with the recruitment team. Internal
communication effectiveness depends on the healthy atmosphere of an organization where
employees can share ideas and emotions spontaneously (Sadia et al., 2018). Professionalism will
allow the recruitment team members to feel they are assessing and gaining the knowledge to put
forth their best efforts, creating an optimistic atmosphere that will help them achieve their goals.
Job satisfaction can only be increased if there is continuity among work motivation, leadership,
and the organizational culture of the company that can be accommodated well and accepted by
all employees (Paais, & Pattiruhu, 2020). Therefore, to cultivate a positive working environment,

79
TMCPS and the recruitment team must cultivate professionalism and the quality of their work to
be a driving force of change.
An attitude of commitment to work means employees with high knowledge and skills
will commit to their work with a sincere heart (Herman, 2021). Commitment from TMCPS and
the recruitment team will also improve work effectiveness and the organization’s culture. It will
encourage employees to work based on their abilities and hard and soft skills in every activity
(Koman & Naomi, 2017). Both parties’ commitment to increasing their knowledge and skills
regarding recruitment will show up in their work progression and goal achievement. The area of
responsibility is a key component of goal achievement for TMCPS and the recruitment team.
Taking responsibilities seriously entails understanding the tasks that need to be addressed
individually and as a group.
Discipline and work responsibilities are important in building a work culture (Herman,
2021). Employees who are disciplined and take responsibility for work can obey applicable
regulations and are always active and creative with the tasks assigned to them (Astadi et al.,
2016). The recommendation is for the recruitment team and TMCPS to effectively communicate
their work responsibilities to each other as a partnership to reach specific goals individually and
as an organization. This communication will create an open pathway for feedback on whether
strategies are successful. This communication will help improve respect among parties and help
to honor each other’s roles while improving the organization as a whole. Responsibility at work
also influences employees’ performance in the form of the quality of results, willingness to take
risks, accepting assignments, being tied to duties, and having good social relationships with
superiors and co-workers (Herman, 2021).

80
Future Research
This study offered important data that could help the TMCPS leaders understand the
recruitment team’s needs. However, there is a need for more research on African American
males’ experiences in hiring, retention, and administrative positioning with regard to purpose,
mission, strategic planning, and budgets. Therefore, a future study should examine various
districts and include African American male teachers, students, and administrators. The study
could also examine partnerships between district leaders and human resources departments to
address diversity hiring.
This study found that communication and professional development were key limitations
in the knowledge, motivation, and organizational influences on the recruitment team. Future
research could address those areas with a deeper context and consistency across other districts. A
recommendation is to study barriers to African American male teacher recruitment in other
districts. After reviewing the findings, I recommend that future research address three areas to
increase the recruitment and hiring of African American males. The first recommendation is to
examine communication techniques for recruiting African Americans in areas such as the
mission and vision of the school, how they would demonstrate the value the district ascribes to
Black teachers and students, and how community stakeholders will support students of color.
The second recommendation would be to evaluate professional development that specifically
targets African American men through teacher education programs and collaborative
partnerships. Ng (2003), Gederman (2001), and Clewell and Villegas (1998) suggested building
communication and collaboration between universities, secondary schools, and public school
districts around clear goals and roles for joint program development. Therefore, the third

81
recommendation is documenting lessons from other districts on how they address the growing
population of African American students via communication, training, and collaboration.
Limitations and Delimitations
A limitation of this study was the formulation of a brand-new diversity team under the
human resources department and COVID-19 taking place at the same time. The data relied on
individual reporting over 2 years from the study’s eight research participants. The individual
reporting risked the potential biases of participants’ current influences from different job
capacities rather than relying solely on their answers under former obligations and
responsibilities with the diversity team. The research population studied was very small, even
less than the original 12 who were going to commit to the study. The participants interviewed
formulated the entire diversity recruitment team during the study, but they have since moved to
different roles due to reformulation and COVID-19. The results were gauged from their
perspectives created through conversations, theories, ideas, research and practice. The focus area
of the study was untimely and difficult for TMCPS, with the restructuring of administration,
faculty, new policies, procedures, recruitment, and hiring as a result of COVID-19 from March
2020 to December 2022.
There were also some delimitations to this study. The study was delimited to the newly
formed recruitment team embedded within the human resources department. I focused on using
TMCPS as an organization, since it was the school district that I was initially involved with at
the beginning of this study as a principal. In this study, there was control with how many
interviews were conducted and what types of questions that were asked of the eight members of
the recruitment team. This supported the encouragement of collecting data until the findings feel
saturated (Merriam & Tisdell, 2016). Since the recruitment team was newly formed, there was

82
an opportunity to review and inform both TMCPS and the recruitment team how to effectively
communicate and utilize professional development to help recruit African American male
teachers.
Conclusion
With the growing African American and Hispanic student population, TMCPS prioritized
recruiting a more diverse population of candidates. Researchers have investigated factors
influencing outcome variables when generating a pool of candidates, maintaining applicant
status, and influencing candidates’ job choice decisions (Barber,1998; Dineen & Soltis, 2011).
The recruitment team was positioned to determine new policies, strategies, and practices to
recruit candidates selectively. This study focused on the recruitment team’s strengths and needs
in helping TMCPS increase its rate of African American male teachers from 3% to 5% over 3
years. Considering the recruitment team was new to TMCPS, and there was an influx of African
American students entering the district, it was important to examine the recruitment team’s
ability to recruit African American males. With this study, a complete analysis would have
included all district-level stakeholders. However, the focus of the study was specifically on the
recruitment team.
This study used a gap analysis framework by Clark and Estes (2008) to analyze the
knowledge, motivation and organizational influences on the stakeholder goal. The study’s
findings were that the organization could be instrumental in the recruitment team attaining the
knowledge and motivation to recruit more African American men if key areas were addressed.
Gaps in communication in terms of ideas, goals, and professional development hindered the
team’s efforts. The recruitment team lacked adequate procedural knowledge to confidently
utilize new recruitment strategies. The recruitment team felt that the organization could have

83
been more supportive in providing quality professional development opportunities once the
importance and value of African American men became known. The recruitment team also felt
that the TMCPS could have clarified the recruitment team’s role in the recruitment process,
which would allow opportunities for ideas to be heard, goals to be set, strategies to be
implemented, and feedback to be received.
The organization initially sought to address the lack of African American male
candidates, however, the study found that a significant shift in leadership harmed the team’s
efforts. The recommendations offered related to the study's findings and what would benefit the
recruitment team and the organization. One recommendation is to improve communication
between TMCPS and the recruitment team, which could help the team members feel more
efficacious about completing their tasks and achieving their goals.
The second recommendation is that TMCPS provide the recruitment team with more
opportunities for professional development in diversity and recruiting African American male
teacher candidates. The training will contribute to the recruitment team members’ self-efficacy.
The participants believed that with improved communication and more opportunities for
professional development, the TMCPS culture could improve significantly. As the district’s
student population continues to diversify and significant teacher shortages persist, the recruiting
format has to improve and expand to unconventional methods and practices that attract multiple
populations. There is a great disparity between the percentage of Black teachers and the
percentage of Black students enrolled in U.S. schools (Fine, 2004; Irvine, 2002; Madkins, 2011;
Tillman, 2004). With the changing district demographics, the recruitment team and the
organization need to recognize that cultural identity plays a significant role in African American

84
boys’ academic success (Altugan, 2015). The recruitment team’s knowledge and motivation
influences could improve with the organization’s support.
Considering TMCPS saw a need to increase the number of African American male
teachers, district leaders need to ensure that their communication reflects consistency in message
and support. They also need to develop the recruitment team and leadership professionally.
Connecting these influences and increasing the number of African American male teachers could
encourage greater student academic success, as research has found that these teachers have a
positive impact on African American students (Rosen, 2016). The recruitment team and TMCPS
must address the gaps indicated in the study and create a partnership that will initiate
conversations and create opportunities to increase the rate of African American male teachers
from 3% to 5% by 2023.

85
References
Adeniji, A. A., & Osinbajo, A. O. (2012). Human resource management: Theory & practice.
Pumark Nigeria Limited.
Adenike, A., Omotayo, O., & Abolaji, A. (2013). Organizational change and human resource
management interventions: An investigation of the Nigerian banking industry. Serbian
Journal of Management, 8(2), 139–154. https://doi.org/10.5937/sjm8-3712
Albert Shanker Institute. (2015). The state of teacher diversity in American education.
http://www.shankerinstitute.org/resource/teacherdiversity
Allahand, A., & Mujtaba, B. G. (2016). Organizational diversity audit of teachers and staff in
South Florida’s Broward County school board. Journal of Advances in Social Science
and Humanities, 2(1), 19–27. https://pdfs.semanticscholar.org/0f42/492ede11a011b9
b0c3699c027a58f136c35a.pdf
Alliance for Excellent Education. (2005). Teacher attrition: A costly loss to the nation and the
states. https://all4ed.org/reports-factsheets/teacher-attrition-a-costly-loss-to-the-nation-
and-to-the-states/
American Psychological Association & Presidential Task Force on Educational Disparities.
(2012). Ethnic and racial disparities in education: Psy c hology’ s contributions to
understanding and reducing disparities. http://www.apa.org/ed/resources/racial-
disparities.aspx
Artiles, A. J., & Trent, S. C. (1994). Overrepresentation of minority students in special
education: A continuing debate. The Journal of Special Education, 27(4), 410–437.
https://doi.org/10.1177/002246699402700404
Ascher, C. (1991). School programs for African American males. (ED334340) ERIC.
https://www.ericdigests.org/pre-9220/males.htm
Atkinson, P. A., & Coffey, A. (1997). Analyzing documentary realities. In D. Silverman (Ed.),
Qualitative research: Theory, method and practice (2nd. ed., pp. 45–62). SAGE
Publications.
Bailey, J., Bocala, C., Shakman, K., & Zweig, J. (2016). Teacher demographics and evaluation:
A descriptive study in a large urban district. National Center for Education Evaluation
and Regional Assistance. https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2017
189.pdf
Bandura, A. (1982). Self-efficacy mechanism in human agency. The American Psychologist,
37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in
Psychological Science, 9(3), 75–78. https://doi.org/10.1111/1467-8721.00064

86
Barth, P., Dillon, N., Hull, J., & Higgins, B. H. (2016). Fixing the Holes in the Teacher Pipeline:
An Overview of Teacher Shortages. Center for Public Education.
Baum, M., Sterzing, A., & Alaca, N. (2016). Reactions towards diversity recruitment and the
moderating influence of the recruiting firms’ country-of-origin. Journal of Business
Research, 69(10), 4140–4149. https://doi.org/10.1016/j.jbusres.2016.03.037
Bell, E. E. (2014). Graduating Black males: A generic qualitative study. Qualitative Report,
19(7), 1–10. https://nsuworks.nova.edu/tqr/vol19/iss7/1
Bell, E. E. (2017). A narrative inquiry: A Black male looking to teach. The Qualitative Report,
22(4), 1137–1150. http://nsuworks.nova.edu/tqr/vol22/iss4/12
Best, W. J., & Kahn, V. J. (2006). Research in education (10th ed.) Pearson.
Bianco, M., Leech, N. L., & Mitchell, K. (2011). Pathways to teaching: African American male
teens explore teaching as a career. Journal of Negro Education, 80(3), 368-383.
Bireda, S., & Chait, R. (2011). Increasing teacher diversity: Strategies to improve the teacher
workforce. Center for American Progress. https://www.americanprogress.org/issues/
education-k-12/reports/2011/11/09/10636/increasing-teacher-diversity/
Bolman, L. G., & Deal, T. E. (2008). Reframing organizations: Artistry, choice, and leadership
(4th ed.). Jossey-Bass.
Bowen, G. A. (2009), “Document Analysis as a Qualitative Research Method”, Qualitative
Research Journal, Vol. 9 No. 2, pp. 27-40. https://doi.org/10.3316/QRJ0902027
Bristol, T. J. (2015). Male teachers of color take a lesson from each other. Phi Delta Kappan,
97(2), 36–41. https://doi.org/10.1177/0031721715610089
Brockenbrough, E. A., III. (2012). Emasculation blues: Black male teachers’ perspectives on
gender and power in the teaching profession. Teachers College Record, 114(5), 1–43.
Brooks, I. (2006). Organizational behavior: Individuals, groups and organization (3rd ed.).
Pearson.
Brown, A. (2012). On human kinds and role models: A critical discussion about the African
American male teacher. Educational Studies, 48(3), 296–315. https://doi.org/10.1080/00
131946.2012.660666
Brown, J. W., & Butty, J. A. M. (1999). Factors that influence African American male teachers'
educational and career aspirations: Implications for school district recruitment and
retention efforts. Journal of Negro Education, 280-292.
Brown, K. (2014). Teaching in color: a critical race theory in education analysis of the literature
on preservice teachers of color and teacher education in the US. Race Ethnicity and
Education, 17(3), 326–345. https://doi.org/10.1080/13613324.2013.832921

87
Bryan, N., & Ford, D. Y. (2014). Recruiting and retaining Black male teachers in gifted
education. Gifted Child Today, 37(3), 156–161. https://doi.org/10.1177/1076217514
530116
Bryan, N., & Jett, C. C. (2018). “Playing school”: Creating possibilities to inspire future Black
male teachers through culturally relevant play. Journal for Multicultural Education,
12(2), 99–110. https://doi.org/10.1108/JME-04-2017-0024
Carter, S. D. (2019). Increased workforce diversity by race, gender, and age and equal
employment opportunity laws: Implications for human resource development. In
Information Resources Management Association (Ed.), Gender and diversity: Concepts,
methodologies, tools, and applications (pp. 380-405). IGI Global.
Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain
teachers of color. Learning Policy Institute. https://learningpolicyinstitute.org/product/
diversifying-teaching-profession-report
Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what
we can do about it. Learning Policy Institute. https://learningpolicyinstitute.org/product/
teacher-turnover-report
Casteel, C. A. (1998). Teacher-student interactions and race in integrated classrooms. The
Journal of Educational Research, 92(2), 115–120. https://doi.org/10.1080/0022067980
9597583
Castillo-Montoya, M. (2016). Preparing for interview research: The interview protocol
refinement framework. Qualitative Report, 21(5), 811–831. https://nsuworks.nova.
edu/tqr/vol21/iss5/2
Chan, A. (2011). The challenges of human resource management.
http://www.zeromillion.com/business/hrm.html
Chapman, R. (2019). High achieving and highly motivated African American male students with
positive racial identity navigate an urban elementary school: A village collective
(Publication No. 27545690) [Doctoral dissertation, California State University, East
Bay]. ProQuest Dissertations and Theses Global.
Cherng, H.-Y. S. (2015). Too hard to handle? Teacher underestimation of the academic ability
of minority students and lowered student expectations [Paper presentation]. American
Sociological Association 110th Annual Meeting, Chicago, IL, United States.
Cherng, H. Y. S., & Halpin, P. F. (2016). The importance of minority teachers: Student
perceptions of minority versus White teachers. Educational researcher, 45(7), 407–420.
Clark, R. E., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Information Age Publishing.

88
Coker, A. (2003). African American female adult learners: Motivations, challenges, and coping
Strategies. Journal of Black Studies, 33(5), 654–674. https://doi.org/10.1177/0021934703
033005007
Cokley, K., Hall-Clark, B., & Hicks, D. (2011). Ethnic minority-majority status and mental
health: The mediating role of perceived discrimination. Journal of Mental Health
Counseling, 33(3), 243-263.
Cokley, K., Mcclain, S., Jones, M., & Johnson, S. (2012). A preliminary investigation of
academic disidentification, racial identity, and academic achievement among African
American adolescents. The High School Journal, 95(2), 54–68.
Corbin, J. M., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures
for developing grounded theory (3rd ed.). SAGE Publications.
https://doi.org/10.4135/9781452230153
Council for the Accreditation of Educator Preparation. (2016). CAEP accreditation handbook.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches (4th ed.). SAGE Publications.
Creswell, J. W. & Miller, D. L. 2000. Determining validity in qualitative inquiry. Theory Into
Practice, 39(3), 124-131
Creswell, J. W., Plano-Clark, V. L., Gutmann, M. I., & Hanson, W. E. (2003). Advanced mixed
methods research designs. In A. Tashakkori & C. Teddlie (Eds.), SAGE handbook of
mixed methods in social and behavioral research (2nd ed., pp. 353–378). SAGE
Publications.
Crook, T. R., Ketchen, D. J., Jr., Combs, J. G., & Todd, S. Y. (2008). Strategic resources and
performance: A meta-analysis. Strategic Management Journal, 29(11), 1141–1154.
https://doi.org/10.1002/smj.703
D’Amico, D., Pawlewicz, R. J., Earley, P. M., & McGeehan, A. P. (2017). Where are all the
Black teachers? Discrimination in the teacher labor market. Harvard Educational Review,
87(1), 26–49. https://doi.org/10.17763/1943-5045-87.1.26
Dancy, T. E., II., & Brown, M. C., II. (2008). Unintended consequences: African American male
educational attainment and collegiate perceptions after Brown v. Board of Education.
American Behavioral Scientist, 51, 984-1003.
Decuyper, S., Dochy, F., & Van den Bossche, P. (2010). Grasping the dynamic complexity of
team learning: An integrative model for effective team learning in organizations.
Educational Research Review, 5(2), 111–133. https://doi.org/10.1016/j.edurev.2010.
02.002
Dessler, G. (2015). Human resource management. Pearson Education.

89
Dinkins, E., & Thomas, K. (2016). Black teachers matter: Qualitative study of factors
influencing African American candidates’ success in a teacher preparation program.
AILACTE Journal, 13(1), 23–40.
Dogan, R. T. (2010). Schools need Black male teachers. MenTeach. http://www.menteach.org/
news/schools_need_black_male_teachers
Dominguez, R. I. N. (2015). Recruitment and retention of faculty of color in Southern California
independent schools (Publication No. 3724914) [Doctoral dissertation, University of
California Los Angeles]. ProQuest Dissertations and Theses Global.
https://escholarship.org/uc/item/00p2r33z# main
Dressler, G. (2012). Fundamentals of human resources management (2nd ed.). Prentice HaII
Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills,
attention skills, and behavior problems. Whither opportunity, 47-70.
Eccles, J. (2006). Expectancy value theory. http://www.education.com/reference/
article/expectancy-value-theory
Egalite, A. J., & Kisida, B. (2018). The effects of teacher match on students’ academic
perceptions and attitudes. Educational Evaluation and Policy Analysis, 40(1), 59–81.
https://doi.org/10.3102/0162373717714056
Evans-Winters, V. E. (2011). Teaching black girls: Resiliency in urban classrooms (2nd ed.).
Peter Lang.
Ferguson, R. F. (2003). Teachers’ perceptions and expectations and the black-white test score
gap. Urban Education, 38(4), 460–507. https://doi.org/10.1177/0042085903038004006
Freeman, K. (1999). No services needed: The case for mentoring high-achieving African
American students. Peabody Journal of Education, 74(2), 15–26. https://doi.org/10.1207/
s15327930pje7402_3
Fuglei, M. (2014, February 26). Why US schools need teachers of color: Problems and solutions.
Room 241: A blog by Concordia University-Portland. https://education.cu-
portland.edu/blog/leaders-link/why-u-s-schools-need-teachers-of-color-problems-and-
solutions/
Fusch, P. I., & Fusch, G. E. (2015). Leadership and conflict resolution on the production line.
International Journal of Applied Management and Technology, 14(1), 21–39.
https://doi.org/10.5590/IJAMT.2015.14.1.0x
Fusch, P. I., Fusch, G. E., & Ness, L. R. (2018). Denzin’s paradigm shift: Revisiting
triangulation in qualitative research. Journal of Social Change, 10(1), 19–28.
https://doi.org/10.5590/JOSC.2018.10.1.02

90
Fusch, P. I., & Ness, L. (2015). Are we there yet? Data saturation in qualitative research.
Qualitative Report, 20(9), 1408–1416. https://nsuworks.nova.edu/tqr/vol20/iss9/3
Gardner, A. K. (2018). How can best practices in recruitment and selection improve diversity in
surgery? Annals of Surgery, 267(1), e1-e2. https://doi.org/10.1097/SLA.00000000000
02496
Gardner, R., III., Rizzi, G., & Council, M., III. (2014). Improving educational outcomes for
minority males in our schools. Interdisciplinary Journal of Teaching and Learning, 4(2),
81–94. https://files.eric.ed.gov/fulltext/EJ1063221.pdf
Gasman, M., Nguyen, T., & Commodore, F. (2016). Advancing Black male success:
Understanding the contributions of urban Black colleges and universities. Urban
Education, 50, 1–11.
Gershenson, S., Hart, C. M. D., Lindsay, C. A., & Papageorge, N. W. (2017). The long-run
impacts of same-race teachers. IZA Institute of Labor Economics.
http://ftp.iza.org/dp10630.pdf
Gist, C., Bianco, M., & Lynn, M. (2019). Examining grow your own programs across the teacher
development continuum: Mining research on teachers of color and nontraditional
educator pipelines. Journal of Teacher Education, 70(1), 13–25.
https://doi.org/10.1177/0022487118787504
Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Pearson.
Goings, R., & Bianco, M. (2016). It’s hard to be who you don’t see: An exploration of Black
male high school students’ perspectives on becoming teachers. The Urban Review, 48(4),
628–646. https://doi.org/10.1007/s11256-016-0371-z
Goings, R. B. (2015). The lion tells his side of the (counter) story: A Black male educator’s
autoethnographic account. Journal of African American Males in Education, 6(1), 91–
105. http://journalofafricanamericanmales.com/wp-
content/uploads/2015/03/6Goings2015.pdf
Goldring, R., Gray, L., & Bitterman, A. (2013). Characteristics of public and private elementary
and secondary school teachers in the United States: Results from the 2011–12 schools
and staffing survey (NCES 2013-314). National Center for Education Statistics.
https://nces.ed.gov/pubs2013/2013314.pdf
Gordon, D. M., Iwamoto, D. K., Ward, N., Potts, R., & Boyd, E. (2009). Mentoring urban Black
middle school male students: Implications for academic achievement. The Journal of
Negro Education, 78(3), 277–289. https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC2850445/
Greene, J. P., & Forster, G. (2003). Public high school graduation and college readiness rates in
the United States (Vol. 3). New York, NY: Center for Civic Innovation at the Manhattan
Institute.

91
Gregory, B. T., Harris, S. G., Armenakis, A. A., & Shook, C. L. (2009). Organizational culture
and effectiveness: A study of values, attitudes, and organizational outcomes. Journal of
Business Research, 62(7), 673–679. https://doi.org/10.1016/j.jbusres.2008.05.021
Grissom, J. A., & Redding, C. (2016). Discretion and disproportionality: Explaining the
underrepresentation of high-achieving students of color in gifted programs. AERA Open,
2(1), 1–25. https://doi.org/10.1177/2332858415622175
Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A
review of the recent empirical literature. Review of Educational Research, 76(2), 173–
208. https://doi.org/10.3102/00346543076002173
Haddix, M. (2017). Diversifying teaching and teacher education: Beyond rhetoric and toward
real change. Journal of Literacy Research, 49(1), 141–149.
https://doi.org/10.1177/1086296X16683422
Harris, S., Ballenger, J., & Leonard, J. (2004). Aspiring principal perceptions: Are mentor
principals modeling standards-based leadership? Mentoring & Tutoring, 12(2), 155–172.
https://doi.org/10.1080/1361126042000239910
Henderson, T. (2011). Multicultural workforce. http://www.referenceforbusiness.
com/encyclopedia/Mor-Off/Multicultural-Workforce.html
Henfield, M. S. (2013). Meeting the needs of gifted and high-achieving black males in urban
schools. The Urban Review, 45(4), 395-398.
Herring, C. (2009). Does Diversity Pay? Race, Gender, and the Business Case for Diversity.
American Sociological Review, 74(2), 208–224. https://doi.org/10.1177/000312240907
400203
Higgins, P., Shaffer, S., & Schlanger, P. (2017). School integration: Preparing teachers for
working in diverse classrooms. https://www.idra.org/resource-center/school-integration-
preparing-teachers-working-diverse-classrooms/
Hill, D. A., & Gillette, M. D. (2005). Teachers for tomorrow in urban schools: Recruiting and
supporting the pipeline. Mul cultural perspective,7(3), 42–50.
https://doi.org/10.1207/s15327892mcp0703_8
Holcomb-McCoy, C. (2011). A smoother transition for Black teens. Educational Leadership,
68(7), 59–63.
Holland, M. M. (2014). Navigating the road to college: Race and class variation in the college
application process. Sociology Compass, 8(10), 1191–1205.
https://doi.org/10.1111/soc4.12203
Howard, T., & Milner, H. (2004). Black teachers, Black students, Black communities, and
Brown: Perspectives and insights from experts. The Journal of Negro Education, 55(3),
335–346. https://doi.org/10.2307/4129612

92
Howard, T. C. (2001). Powerful pedagogy for African American students: Conceptions of
culturally relevant pedagogy. Urban Education, 36(2), 179–202.
https://doi.org/10.1177/0042085901362003
Howard, T. C. (2008). Who cares? The disenfranchisement of African American males in pre-K-
12 schools: A critical race theory perspective. Teachers College Record, 110(5), 954–
985. http://www.blackmaleinstitute.org/pdf/scholarly/Howard--TCR.pdf
Hudson, M. J., & Holmes, B. J. (1994). Missing teachers, impaired communities: The
unanticipated consequences of Brown v. Board of Education on the African American
teaching force at the pre-collegiate level. The Journal of Negro Education, 63(3), 388–
393. https://doi.org/10.2307/2967189
Ingersoll, R., & May, H. (2011). Recruitment, retention, and the minority teacher shortage.
University of Pennsylvania, Consortium for Policy Research in Education and University
of California Santa Cruz, Center for Educational Research in the Interest of Underserved
Students. https://doi.org/10.12698/cpre.2011.rr69
Ingersoll, R., May, H., & Collins, G. (2019). Recruitment, employment, retention and the
minority teacher shortage. Education Policy Analysis Archives, 27(37), 37.
https://doi.org/10.14507/epaa.27.3714
Ingersoll, R., Merrill, L., & May, H. (2016). Do accountability policies push teachers out?.
Educational Leadership, 73(8), 44.
Irvine, J. J. (2003). Educating teachers for diversity: Seeing with a cultural eye. Teachers
College Press.
Jackson, I.& Knight-Manuel, M. (2018).”Color does not equal consciousness”: Educators of
Color learning to enact a sociopolitical consciousness. Journal of Teacher Education,
70(1), 65–78. https://doi.org/10.1177/0022487118783189
Jackson, T. (2015). Perspectives and insights from preservice teachers of color on developing
culturally responsive pedagogy at predominantly White institutions. Action in Teacher
Education, 37(3), 223–237. https://doi.org/10.1080/01626620.2015.1048007
Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews:
Tips for students new to the field of qualitative research. Qualitative Report, 17(42), 1–
10. https://nsuworks.nova.edu/tqr/vol17/iss42/3
James, M., & Lewis, C. W. (2014). Kindling the spark of genius. Journal of African American
Males in Education, 5(2), 267–281.
Jayne, M., Dipboye, R., & Edwards, J. (2004). Leveraging diversity to improve business
performance: Research findings and recommendations for organizations. Human
Resource Management, 43(4), 409–424. https://doi.org/10.1002/hrm.20033

93
Jenkins, T. S. (2006). Mr. Nigger: The challenges of educating Black males within American
society. Journal of Black Studies, 37(1), 127-155.
Jones, C., & Maguire, M. (1998). Needed and wanted? The school experiences of some minority
ethnic trainee teachers in the UK. European Journal of Intercultural Studies, 9(1), 79-91.
Jones, R., & Jenkins, A. (2012) Call me mister: The re-emergence of African American male
teachers in South Carolina. Advantage Media Group.
Jones, W. P., & Kottler, J. A. (2006). Understanding research: Becoming a competent and
critical consumer. Pearson Merrill Prentice Hall.
Jupp, J. C., Berry, T. R., & Lensmire, T. J. (2016). Second-wave White teacher identity studies:
A review of White teacher identity literatures from 2004 through 2014. Review of
Educational Research, 86(4), 1151–1191. https://doi.org/10.3102/0034654316629798
Kahn, J. H. (2006). Factor analysis in counseling psychology research, training, and practice:
Principles, advances, and applications. The Counseling Psychologist, 34(5), 684–718.
https://doi.org/10.1177/0011000006286347
Kena, G., Musu-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., Wilkinson-Flicker,
S., Barmer, A, & Dunlop Velez, E. (2015). The condition of education 2015. National
Center for Education Statistics, 144.
King, J. (2016, May 15). The invisible tax on teachers of color. The Washington Post.
https://www.washingtonpost.com/opinions/the-invisible-tax-on-black-
teachers/2016/05/15/6b7bea06-16f7-11e6-aa55-670cabef46e0_story.html
King, S. H. (1993). The limited presence of African-American teachers. Review of Educational
Research, 63(2), 115–149. https://doi.org/10.3102/00346543063002115
Kohli, R. (2009). Critical race reflections: Valuing the experiences of teachers of color in teacher
education. Race Ethnicity and Education, 12(2), 235-251.
Kolman, J. S., Roegman, R., & Goodwin, A. L. (2017). Learner-centered mentoring: Building
from student teachers’ individual needs and experiences as novice practitioners. Teacher
Education Quarterly, 44(3), 93-117.
Kotter, J. P., & Heskett, J. L. (1992). Corporate culture and performance. The Free Press.
Kozlowski, S. W. J., & Klein, K. J. (2000). A multilevel approach to theory and research in
organizations: Contextual, temporal, and emergent processes. In K. J. Klein & S. W. J.
Kozlowski (Eds.), Multilevel theory, research, and methods in organizations:
Foundations, extensions, and new directions (pp. 3–90). Jossey-Bass.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice,
41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2

94
Labuschagne, A. (2003). Qualitative research: Airy fairy or fundamental? Qualitative Report,
8(1), 100-103. https://nsuworks.nova.edu/tqr/vol8/iss1/7
Lewis, C. (2006). African American male teachers in public schools: An examination of three
urban schools. Teachers College Record, 108(2), 224–245. https://doi.org/10.1111/j.
1467-9620.2006.00650.x
Lewis, C., Toldson, I., & Moore, J. (2013). Black male teachers diversifying the United Stat e s’
teacher workforce. Emerald Group Publishing
Liu, K., Zhang, S., Desalvo, C., & Cornejo, M. (2017). Recruit, prepare and retain teachers of
color in Nevada. Policy Issues in Nevada Education, 1–19.
https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1003&context=co_educ_p
olicy
Liu, Y., Keller, R., & Shih, H. (2011). The impact of team-member exchange, differentiation,
team commitment, and knowledge sharing on R&D project team performance. R & D
Management, 41(3), 274–287. https://doi.org/10.1111/j.1467-9310.2011.00636.x
Lynn, M. (2002). Critical race theory and the perspectives of Black men teachers in the Los
Angeles public schools. Equity & Excellence in Education, 35(2), 119–130.
https://doi.org/10.1080/713845287
Lynn, M. (2006). Education for the community: Exploring the culturally relevant practices of
Black male teachers. Teachers College Record, 108(12), 2497–2522. http://doi.org/
10.1111/j.1467-9620.2006.00792.x
Magolda, P. M. (2000). Accessing, waiting, plunging in, wondering, and writing: Retrospective
sense-making of fieldwork. Field Methods, 12(3), 209–234. https://doi.org/10.1177/1525
822X0001200303
Mahal, P. K. (2009). Organizational culture and organizational climate as a determinant of
motivation. IUP Journal of Management Research, 8(10), 38–51.
https://search.proquest.com/openview/1f10dff096d43afbd4b9bf575ce35736/1?pq-
origsite=gscholar&cbl=54462
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). SAGE
Publications.
Mayer, R. E. (2011). Applying the science of learning. Pearson Education.
Men, L. (2012). The effects of organizational leadership on strategic internal communication
and employee outcomes (Publication No. 3539113) [Doctoral dissertation, University of
Miami]. ProQuest Dissertations and Theses Global.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). John Wiley & Sons.

95
Milner, H. R. (2006). The promise of Black teachers’ success with Black students. Educational
Foundations, 20(3-4), 89–104. https://files.eric.ed.gov/fulltext/EJ794734.pdf
Milner, H. R. (2016). A Black male teacher’s culturally responsive practices. The Journal of
Negro Education, 85(4), 417–432. https://doi.org/10.7709/jnegroeducation.85.4.0417
Milner, H. R., Pabon, A., Woodson, A., & McGee, E. (2013). Teacher education and Black male
students in the United States. Multidisciplinary Journal of Educational Research, 3(3),
235–263. https://doi.org/10.4471/remie.2013.15
Mitchell, A. (1998). African American teachers: Unique roles and universal lessons. Education
and Urban Society, 31(1), 104–122. https://doi.org/10.1177/0013124598031001008
Mitchell, M. M., Bradshaw, C. P., & Leaf, P. J. (2010). Student and teacher perceptions of
school climate: A multilevel exploration of patterns of discrepancy. Journal of school
health, 80(6), 271-279.
Montgomery County Public Schools. (2014). MCPS strategic plan 2014.
https://www.montgomeryschoolsmd.org/campaigns/Strategic-Planning-2017/index.htm
Morehart, K. (2001). How to create an employee referral program that really works. HRFocus,
78, 3–5.
Morris, M. (2016). Pushout: The criminalization of Black girls in schools. New Press.
Mujtaba, B. G. (2010). Workforce diversity management: Challenges (2nd ed.). Competencies
and Strategies.
National Center for Education Statistics. (2015). The condition of education 2015 (NCES 2015-
144). U.S. Department of Education. https://nces.ed.gov/pubs2015/2015144.pdf
National Collaborative on Diversity in the Teaching Force. (2004). Assessment of diversity in
Am e rica’ s teaching force: A call to action. National Education Association.
http://www.nea.org/assets/docs/HE/diversityreport.pdf
National Education Association. (2009). Strengthening and diversifying the teacher recruitment
pipeline: Current efforts. http://www.nea.org/assets/docs/HE/TQbook09.pdf
Nnazor, R., Sloan, J., & Higgins, P. (2004). Historically Black colleges and universities and the
challenge of teacher licensure tests. The Western Journal of Black Studies, 28(4), 449–
452.
Noguera, P. A. (2003). The trouble with black boys: The role and influence of environmental and
cultural factors on the academic performance of African American males. Urban
Education, 38(4), 431–459. https://doi.org/10.1177/0042085903038004005
Onah, F. (2003). Human resource management. Fulladu Publishing.

96
Pajares, F. (2006). Self-efficacy theory. http://www.education.com/reference/ article/self-
efficacy-theory
Palmer, R. T., Davis, R. J., & Hilton, A. A. (2009). Exploring challenges that threaten to impede
the academic success of academically underprepared Black males at an HBCU. Journal
of College Student Development, 50(4), 429–445.
Partee, G. L. (2014). Retaining teachers of color in our public schools: A critical need for action.
Center for American Progress. https://www.americanprogress.org/issues/education-k-
12/reports/2014/06/28/91962/retaining-teachers-of-color-in-our-public-schools/
Pazzaglia, A. M., Stafford, E. T., & Rodriguez, S. (2016). Survey methods for educators:
Selecting samples and administering surveys (Part 2 of 3). National Center for Education
Evaluation and Regional Assistance. https://files.eric.ed.gov/fulltext/ED567752.pdf
Peatross, K. A. (2011). African American male teachers in K-12 education: A limited quantity.
(Publication No. 3455174) [Doctoral dissertation, Western Michigan University].
ProQuest Dissertations and Theses Global.
Pesek, J. G. (1993). Recruiting and retaining teachers in Pennsylvania’s rural school districts.
Rural Educator, 14(3), 25–30.
Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and
quantitative research methods. European Journal of Education Studies, 3(9), 369–387.
https://doi.org/10.5281/zenodo.887088
Randolph, A. W. (2009). To gain and to lose: The loving school and the African American
struggle for education in Columbus, Ohio, 1831–1882. In L. C. Tillman (Ed.), The SAGE
handbook of African American education (pp. 7–22). SAGE Publishing.
https://doi.org/10.4135/9781412982788.n1
Rath, T., & Conchie, B. (2009). Strength based leadership: Great leaders, teams, and why
people follow. Gallup Press. https://doi.org/10.1177/0974173920090531
Rhodes, J. E., Grossman, J. B., & Roffman, J. (2002). The rhetoric and reality of youth
mentoring. New Directions for Youth Development, 2002(93), 9–20.
https://doi.org/10.1002/yd.23320029304
Ross F., & Ahmed A. (2016). Fostering globalism: Community partnership to grow your own
teachers. In Schmidt C., Schneider J., Diversifying the teaching force in transnational
contexts: Critical perspectives (pp. 73-86). Rotterdam: Sense Publishers.
Rovai, A. P., Baker, J. D., & Ponton, M. K. (2014). Social science research design and statistics.
Watertree Press.
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.).
SAGE Publications.

97
Rueda, R. (2011). The 3 dimensions of improving student performance. Teachers College Press.
Salkind, N. J. (2017). Exploring research (9th ed.). Pearson Education.
Sanders Jones, J., & Linderman, K. (2014). Process management, innovation and efficiency
performance: The moderating effect of competitive intensity. Business Process
Management Journal, 20(2), 335–358. https://doi.org/10.1108/BPMJ-03-2013-0026
Scott, S. V., & Rodriguez, L. F. (2015). “A fly in the ointment” African American male
preservice teachers’ experiences with stereotype threat in teacher education. Urban
Education, 50(6), 689-717.
Sealey-Ruiz, Y., & Lewis, C. (2011). Transforming the field of education to serve the needs of
the Black community: Implications for critical stakeholders. The Journal of Negro
Education, 80(3), 187–193. https://doi.org/10.2307/41341125
Seidman, I. (2013). Interviewing as qualitative research: A guide researchers in education and
the social sciences (4th ed.). Teachers College Press
Sommers, S. (2007). Race and the decision making of juries. Legal and Criminological
Psychology, 12(2), 171–187. https://doi.org/10.1348/135532507X189687
Smith, J. D. (2009). Hostile takeover: The state of Missouri, the St. Louis school district, and the
struggle for quality education in the inner-city. Mo. L. Rev., 74, 1143.
Snyder, T. D. (2011). Mini-digest of education statistics, 2010 (NCES 2011-016). National
Center for Education Statistics. https://files.eric.ed.gov/fulltext/ED518987.pdf
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching?
Teacher supply, demand, and shortages in the U.S. Learning Policy Institute.
https://learningpolicyinstitute.org/product/coming-crisis-teaching
Tandon, M., Bianco, M., & Zion, S. (2015). Pathways2Teaching: Being and becoming a “rida.”
In Sleeter, C.E., La Vonne, I.N., & Kumashiro, K.K. (Eds.), Diversifying the teacher
workforce: Preparing and retaining highly effective teachers. Routledge, 111-125.
Terje Karlsen, J. (2011). Supportive culture for efficient project uncertainty management.
International Journal of Managing Projects in Business, 4(2), 240–256.
https://doi.org/10.1108/17538371111120225
Toldson, I. A. (2010). Diversifying the United States’ teaching force: Where are we now? Where
do we need to go? How do we get there? In T. King (Ed.), The Journal of Negro
Education, 80(3), 183–186. https://www.jstor.org/stable/41341124
Toldson, I. A., & Lewis, C. W. (2012). Challenge the status quo: Academic success among
school-age African American males. Congressional Black Caucus Foundation.
https://www.cbcfinc.org/oUploadedFiles/CTSQ.pdf

98
U.S. Commission on Civil Rights. (2009). Minorities in special education: A briefing report.
https://www.usccr.gov/pubs/docs/MinoritiesinSpecialEducation.pdf
U.S. Department of Education. (2010). Digest of education statistics, 2009.
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010013
U.S. Department of Education. (2011) Our future, our teachers: The Obama Adm ini str ati on’s
plan for teacher education reform and improvement. https://www.ed.gov/teaching/our-
future-our-teachers
U.S. Department of Education. (2013). State nonfiscal survey of public elementary and
secondary education, 2013–14. https://nces.ed.gov/ccd/pdf/2015146_2013-
14_State_documentation_v1a.pdf
U.S. Department of Education. (2016). The state of racial diversity in the educator workforce.
https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-
workforce.pdf
U.S. Department of Education Press Office. (2011). Leading a life of consequence: Remarks of
U.S. Secretary of Education Arne Duncan at the Fayetteville State University winter
commencement. https://www.ed.gov/news/speeches/leading-life-consequence
van den Berg, P. T., & Wilderom, C. P. M. (2004). Defining, measuring, and comparing
organizational cultures. Applied Psychology, 53(4), 570–582.
https://doi.org/10.1111/j.1464-0597.2004.00189.x
van Woerkom, M., & Croon, M. (2009). The relationships between team learning activities and
team performance. Personnel Review, 38(5), 560–577.
https://doi.org/10.1108/00483480910978054
van Woerkom, M., & Van Engen, M. L. (2009). Learning from conflicts? The relations between
task and relationship conflicts, team learning and team performance. European Journal of
Work and Organizational Psychology, 18(4), 381–404.
https://doi.org/10.1080/13594320802569514
Villagómez, A. A., Easton-Brooks, D., Gomez, K., Lubbes, T., & Johnson, K. (2016). Oregon
teacher pathway: Responding to national trends. Equity & Excellence in Education,
49(1), 100-114.
Villegas, A. M., & Irvine, J. J. (2010). Diversifying the teaching force: An examination of major
arguments. The Urban Review, 42(3), 175–192. https://doi.org/10.1007/s11256-010-
0150-1
Villegas, A. M., & Lucas, T. (2004). Diversifying the teacher workforce: A retrospective and
prospective analysis. In M. A. Smylie & D. Miretzky (Eds.), Developing the teacher
workforce (pp. 70–104). University of Chicago Press

99
Villegas, A. M., Strom, K., & Lucas, T. (2012). Closing the racial/ethnic gap between students of
color and their teachers: An elusive goal. Equity & Excellence in Education, 45(2), 283–
301. https://doi.org/10.1080/10665684.2012.656541
Wakefield, W. D., & Hudley, C. (2007). Ethnic and racial identity and adolescent wellbeing.
Theory Into Practice, 46(2), 147–154. https://doi.org/10.1080/00405840701233099
Warikoo, N. (2004). Race and the teacher–student relationship: Interpersonal connections
between West Indian students and their teachers in a New York City high school. Race,
Ethnicity and Education, 7(2), 135–147. https://doi.org/10.1080/1361332042000234268
Whetzel, D. L., McDaniel, M. A., & Nguyen, N. T. (2008). Subgroup differences in situational
judgment test performance: A meta-analysis. Human Performance, 21(3), 291-309.
White, T. (2016). Teach for America’s paradoxical diversity initiative: Race, policy, and Black
teacher displacement in urban schools. Education Policy Analysis, 24(16), 1–37.
https://doi.org/10.14507/epaa.24.2100
Wijnia, L., Kunst, E., Van Woerkom, M., & Poell, R. (2016). Team learning and its association
with the implementation of competence-based education. Teaching and Teacher
Education, 56, 115–126. https://doi.org/10.1016/j.tate.2016.02.006
Wilder, M. (2000). Increasing African American teacher’s presence in American schools: Voices
of students who care. Urban Education, 35(2), 205–220.
https://doi.org/10.1177/0042085900352005
Williams, J. M., & Bryan, J. (2013). Overcoming adversity: High-achieving African American
youths’ perspectives on educational resilience. Journal of Counseling & Development,
91(3), 291–300. doi: 10.1002/j.1556-6676.2013. 00097
Wright, P., & Kehoe, R. R. (2009). Organizational-level antecedents and consequences of
commitment. In H. J. Klein, T. E. Becker, & J. P. Meyer (Eds.), Commitment in 32
Organizations: Accumulated wisdom and new directions (pp. 285–307). Routledge.
Zane, N. C. (2002). The glass ceiling is the floor my boss walks on: Leadership challenges in
managing diversity. The Journal of Applied Behavioral Science, 38(3), 334–354.
https://doi.org/10.1177/0021886302038003005

100
Appendix: Interview Protocol
The interviews followed the same format. After introductory remarks, I asked 15
questions. The following sections present the remarks, the interview questions, and probing
questions used to solicit more detailed information.
Interview Opening Remarks
Thank you very much for agreeing to participate in my study. I am conducting research
on the recruitment of African American male teachers as part of my EdD program in
Organizational Change and Leadership with the Rossier School of Education. The interview will
take around 45-60 minutes and consists of 15 questions. There are no right or wrong answers.
You may skip any question you don’t want to answer, and you can stop the interview at any
time. Your responses will be kept anonymous and will only be shared in summary form, with no
identifying information. As a result of this study, I plan to make specific recommendations to the
human resources director related to improving the recruitment of African American male teacher
candidates.
Again, your answers will be kept confidential and will be summarized with other
interview responses so that no individual participant can be identified. Before we start, I need to
remind you that as an administrator outside of the district, ethically, I have an obligation to report
any harassment or abuse that I learn about by any method, including this interview. I would like
to Zoom record the interview to help remember your responses. The recording will be used to
help keep true accounts of your answers with your voices. Immediately following this session, I
will upload the recording to a secure server and delete it from my device. Within a week, I will
transcribe the session and permanently delete the recording. The transcription will be stored

101
under a pseudonym so that your responses cannot be connected back to you. Do I have your
permission to record the interview?
Do you mind if I also take a few notes to refresh my memory? Do you have any questions
for me before we get started? Please review the interview information sheet. There will be an
extra copy in case you would like to keep one to recall any information in the future. Remember,
you may skip any question or stop the interview at any time. Shall we begin?
Interview Questions
I will begin interviews with participants who volunteer by providing answers to the
selected interview questions. The interviews being conducted will seek to go in-depth about their
knowledge, motivation and organizational support based on the answers from the survey.
1. Describe your thoughts about any foreseeable risks, if any, to this organization that
may result from a lack of African American male candidates. (K)
Probe: How, if at all, do you believe the lack of African American male teachers
might impact minority students?
2. What recruitment skills do you need to obtain through diversity training that will help
you develop professionally as a member of the recruitment team? (K)
3. What are some of your ideas for increasing recruitment strategies with regards to
hiring more African American male teachers to the district? (K)
4. As a department, what examples can you give that would showcase some minority
recruitment strategies? (K)
5. How relevant is the feedback from African American male teachers that you have
hired previously in the district about their experience in the recruitment process? Has
it helped impact the recruitment strategies that are currently in place? (K)

102
6. What does a “commitment to diversity recruitment” mean to you in the workplace?
(M)
7. In what ways do you feel that the human resources recruitment team is motivated to
implement new recruitment strategies that target African American male teachers?
(M)
8. Where would you like to see the district with regards to hiring more African
American males in five years, in comparison to other districts within the state of
Florida or around the country? (M)
9. What are some training and development areas in recruiting diversity that you would
like to see, but have not been addressed by the district? (O)
10. Can you describe some of the opportunities, if any, that district leadership has
provided for professional development opportunities that specifically address hiring
more African American male teachers within the district? (O)
11. What are the key strategies that have been previously used that have improved
diversity recruitment awareness within the district? (O)
Probe: Can you provide any examples?
12. Describe your organization’s protocol, if any, for implementing diversity recruitment
training within the district. (O)
13. Where do you think the district will be in five years in terms of hiring more African
American males? (O)

103
14. How does the organization support new initiatives in diversity recruitment strategies
that have been created by the human resources recruitment team? (O)
Probe: How could trust be improved between stakeholders in an effort to provide
support around new recruitment initiatives?
15. Does the organization provide you with historical data such as brochures, magazines,
documents to help inform how decisions are made to recruit for diversity? (O)

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Development of intraorganizational post-merger collaboration plan: an evaluation study

PDF

Increasing representation of Black male hip-hop educators in the community colleges in California

PDF

Implicit bias: an advancement opportunity limiter for African American women in entertainment

PDF

African American college completion at Hillside College: an evaluation study

PDF

Structured leadership development in the judicial system to enhance public service: an executive dissertation evaluation study

PDF

A nonprofit study evaluating board chair onboarding practices for effective governance

PDF

Line staff and their influence on youth in expanded learning programs: an evaluation model

PDF

Police recruitment: finding a better way to hire tomorrow's finest

PDF

Implementing culturally responsive therapy to serve Latino male clients in mental health

PDF

Customer satisfaction with information technology service quality in higher education: an evaluation study

PDF

Knowledge, motivation, and organizational influences impacting senior living performance goals to reduce antipsychotics: an innovation study

PDF

Lack of African-American undergraduate male student retention: an evaluation study on perspectives from academic advisors

PDF

An evaluation of teacher retention in K-12 public schools

PDF

Developing global competence in a Sino-US joint university: an evaluation study

PDF

Factors influencing admissions counselors’ ability to increase the number of African American males in a private college: a gap analysis

PDF

An evaluative study of accountability and transparency in local government: an executive dissertation

PDF

Recruiting police diversity

PDF

Preparing millennial students for a multigenerational workforce: an innovation study

PDF

ReQLes technology's this is your life: an innovation study

PDF

Job placement outcomes for graduates of a southwestern university school of business: an evaluation study

Asset Metadata

Creator Erby, Joel David, Sr. (author)

Core Title Recruiting African American male teachers to K-12 public school education: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2023-05

Publication Date 01/20/2023

Defense Date 01/06/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag African American,K-12,Male,OAI-PMH Harvest,Public school,Teachers

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Seli, Helena (committee chair), Combs, Wayne (committee member), Samkian, Artinah (committee member)

Creator Email joelerbyedd@gmail.com,scholar1973@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC25337

Unique identifier UC25337

Identifier etd-ErbyJoelDa-11424.pdf (filename)

Legacy Identifier etd-ErbyJoelDa-11424

Document Type Dissertation

Format theses (aat)

Rights Erby, Joel David, Sr.

Internet Media Type application/pdf

Type texts

Source 20230120-usctheses-batch-1002 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu