A Phenomenologically Informed Study of Black Male Preservice Teachers’ Lived Experiences: Professional Socialization, Social Representation, and the Redesign of Teacher Education for Equity

This qualitative research explores the experiences of Black male preservice teachers in New York City’s teacher education programs. To examine the underrepresentation of Black male preservice teachers, the research employs Critical University Studies and Critical Race Theory to investigate the institutional barriers they face. Using semi-structured interviews with seven participants and reflexive thematic analysis, the findings revealed six paramount themes: Pathways in Teaching, Representation and Identity, Experiences in Teacher Education, Racial Bias and Institutional Challenges, the Role of Mentorship and Support Networks, and Teaching Philosophy. Participants described the challenges that Black male preservice teachers face, including isolation, economic hardships, unsuitable curriculum, and hurtful stereotypes. Participants in the study discussed their varied experiences and emphasized the importance of representation. They called for comprehensive reforms in teacher education systems. The study’s implications expand the conversation around diversity, equity, and inclusion in teacher preparation by highlighting the perspectives of Black male preservice teachers. It recommends practical strategies, including counter-narrative storytelling, culturally responsive pedagogy, curriculum modifications, and financial assistance.