Compose the Setting and Participants section for your study’s Chapter 3 using th

Compose the Setting and Participants section for your study’s Chapter 3 using the Qualitative Dissertation Template as a guide. First, describe the site or setting of your study. If you are doing a study that doesn’t have a specific site, describe a generic setting. For example, if you’re exploring the experiences of Black men in STEM programs, you might describe the generic setting as “four-year research universities with a minimum of 7,000 students.” Next, draft the Participants section of Chapter 3 by describing the typical participant. Remember, this is not the place to describe your sampling approach but to describe the profile of your participants. For example, “Black men between the ages of 17 and 25.” Remember that these sections are typically not a single sentence long – see the Qualitative Dissertation Template for additional guidance. Finally, compose the Participant Recruitment section. Here, you will detail the sample pool, sampling strategies, and recruitment methods (e.g., social media posts or email invitations). Please also detail informed consent/assent. Compose your Setting and Participants section with clarity and precision. Include a title page. Current APA formatting is expected throughout the assignment.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Important Notes:
Research Topic:
Qualitative Research Design: Impact of Under-representation of African American Male Administrators on Retention of African American Male Educators
Central Research Question: To what extent does the under-representation of African American male administrators in K-12 leadership impact the retention of African American male educators?
Sub Questions: How does the lack of African American male leaders in K-12 schools affect African American male educators’ job satisfaction and willingness to stay?
What challenges and supports do African American male educators encounter in K-12 schools, influenced by the presence (or absence) of African American male leaders in leadership roles?
Methodology: This study will employ a qualitative research design, specifically phenomenological inquiry, to explore African American male educators’ lived experiences and perspectives regarding the impact of leadership representation on their professional experiences and retention decisions.
Data Collection:
Semi-structured Interviews: In-depth interviews will be conducted with 15-20 African American male educators from diverse K-12 school contexts (urban, suburban, rural) in Atlanta, GA the United States. The interviews will explore participants’ experiences with leadership representation, sense of belonging, and factors influencing their retention decisions.
Focus Groups: 2-3 focus groups with 5-7 participants each will be conducted to facilitate discussions and gain collective insights into shared experiences and perspectives.
Data Analysis:
Thematic analysis will identify recurring themes and patterns in the interview and focus group data. This will involve coding the data, searching for themes, reviewing and refining them, and interpreting their meaning in the research question.
Sample Selection:
Purposive sampling will recruit participants who meet specific criteria, such as African American male educators with varying years of experience working in diverse school contexts.
Snowball sampling might also reach potential participants through existing networks and referrals from initial participants.
Rigor and Ethical Considerations:
Member checking: Transcripts of interviews and focus groups will be shared with participants for verification and to ensure their perspectives are accurately represented.
Triangulation: Data from different sources (interviews and focus groups) will be compared and contrasted to strengthen the credibility and trustworthiness of the findings.
Informed consent: All participants will be provided with informed consent forms explaining the research purpose, procedures, and their rights before participating.
Confidentiality and anonymity: All data will be anonymized to protect participants’ privacy.
Expected Outcomes:
This research aims to gain a deeper understanding of the lived experiences of African American male educators and how the under-representation of African American male administrators impacts their professional experiences and retention decisions. The findings will contribute valuable insights to inform strategies for fostering more inclusive school leadership and promoting the retention of a diverse teaching workforce.
Limitations:
This study focuses on the perceptions and experiences of a specific population, limiting generalizability to the broader population of educators.
Qualitative research relies on subjective interpretations, introducing the possibility of bias.
Future Research:
Quantitative studies could be conducted to examine the broader impact of leadership diversity on student outcomes and school climate.
Research could explore the experiences of other educators from diverse backgrounds to gain a more comprehensive understanding of the factors influencing retention.
By employing this qualitative research design and acknowledging its limitations, the study strives to shed light on the complex issue of under-representation in K-12 leadership and its potential impact on the retention of African American male educators.