ALL I WANT TO DO IS TAKE THE CHAINS OFF: USING SACRED AFFINITY SPACES TO DISMANTLE ANTI-BLACK MISANDRY AND PROMOTE PSYCHOSOCIAL LIBERATION FOR BLACK MEN IN EARLY CHILDHOOD EDUCATION

Early childhood education has historically been viewed as a gendered profession, with the belief that men do not belong. Men represent less than 3% of early childhood teachers, and Black men make up less than 1% of this group. These numbers are further complicated by toxic work environments and insufficient support that contribute to higher than average rates of stress, burnout, and depression across the field (Stein et al., 2022). Race and gender add complexity to the experiences of Black men in early childhood. Anti-Black misandry - the belief that Black men are innately deviant, hyper-sexualized, and hyper-masculine which normalizes their criminalization and societal fear (Johnson, 2023) - highlights how Black men in early childhood are enchained by negative stereotypes that unjustly associate their identities with negativity. This dissertation of practice challenges anti-Black misandry in early childhood education. It uses community safe/affinity spaces to uplift the voices of Black male early childhood educators, allowing them to connect and make sense of the policies and practices that influence their psychological well-being, impacting Black men across the field. From these counter-narratives, themes emerged around striving for excellence as a form of protection, taking on multiple unspoken roles, and the critical need for culturally attuned support systems. Participants emphasized the importance of mentorship and collaboration among Black male educators as acts of resistance and resilience, shaping not only their personal success but also broader efforts to challenge systemic inequities in early childhood education.