Black male coaches: an intersectional analysis of their contributions to positive youth development

Black male educators are underrepresented in U.S. schools, comprising less than 2% of the teaching workforce. That leaves Black boys critically underserved despite their growing population and documented need for Black male role models and mentors. Black boys face disproportionate risks for both homicide and suicide, underscoring the urgency of identifying community-based supports that promote their wellbeing.

This qualitative study employed semi-structured interviews with five Black male sports coaches serving youth across various regions of the United States. Intersectionality theory and the Phenomenological Variant of Ecological Systems Theory (PVEST) guided the study's design and analytical approach. Data were analyzed using thematic analysis.

Five major themes emerged from the data: Community Pillars, No Limits to Coaching, Relationship Fundamentals, Societal Privilege and Power Dynamics, and Struggles. Findings demonstrate that Black male coaches leverage their intersectional social position and relationships with Black boys to promote positive youth development, identify mental health concerns, and provide emotional support. Coaches functioned as vital social capital within Black communities, serving in roles as social fathers, advocates, and informal mental health supports.

This research advances understanding of how Black male coaches contribute to positive youth development and suicide prevention efforts among Black youth. Implications are discussed for Black psychology, educational policy, and the design of community-based interventions.