Date of Award

5-8-2026

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

William Perez

Second Advisor

Darin Earley

Third Advisor

Keisha Chin Goosby

Abstract

The underrepresentation of African American teachers in California K–12 public schools remain a persistent and systemic issue that directly impacts student outcomes and school climate. This qualitative study investigates the barriers that affect both the recruitment and retention of African American teachers across multiple stages of the educator pipeline, including college seniors considering teaching, early-career teachers, veteran educators, and former teachers who exited the profession. Using a grounded theory approach (Glaser & Strauss, 1967; Charmaz, 2014) and guided by Critical Race Theory (CRT) (Bell, 1992; Crenshaw, 1996), Cultural Reproduction Theory (Bourdieu, 1977), and Organizational Theory (Fayol, 1949; Capper, 2018) this study examined how systemic inequities, racialized perceptions of the profession, financial barriers, lack of mentorship, and role overload contribute to the limited presence of African American teachers within California public schools. Findings revealed that teaching is widely perceived as a low-prestige and financially unsustainable profession, particularly within African American communities, limiting recruitment into the field. Participants also reported a lack of formal mentorship, limited administrative support, and disproportionate emotional and racialized labor expectations, all of which contribute to early attrition and burnout. These structural conditions collectively functioned as gatekeeping mechanisms that discourage African American candidates from entering, and remaining in, the profession. The study highlighted the crucial role African American teachers play in fostering culturally affirming learning environments and supporting students of color, while also demonstrating how current structures fail to sustain their participation in the workforce. Recommendations include targeted teacher residency programs, equity-focused mentorship structures, accelerated loan forgiveness policies, and accountability systems that incorporate teacher diversity and school climate metrics. This research emphasized the urgent need for educational leaders and policymakers to shift from race-neutral approaches to equity-centered strategies that address long-standing systemic barriers, thereby strengthening and sustaining the African American teacher pipeline in California. Keywords: African American educators, Black American, Black teachers, teacher recruitment, teacher retention, Critical Race Theory, Cultural Reproduction Theory, educational equity, systemic racism, hiring biases, Historically Black Colleges and Universities (HBCUs), culturally responsive teaching, school turnarounds, charter schools, racial disparities, policy reform, K-12 public schools.

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