Black Male Teacher Retention and Recruitment: An Exploratory Analysis of Professional Characteristics and School Demographics

• In Event: Black People Living in a White World: Educating Black Youth

Abstract

With recent changes in federal legislation, such as: No Child Left Behind (NCLB), Common Core State Standards, and Race to the Top, schools across the U.S. face increasing challenges, especially in recruiting and maintaining highly-qualified teachers (Bryan & Ford, 2014; Darling-Hammond, 2010; Pabon, Anderson, & Kharem, 2011). Among the lowest retention rates are Black male teachers, which currently comprise of less than 1% of the U.S. teaching force (Bryan & Ford, 2014; Lewis & Toldson, 2013). This study explores Black male teacher retention rates during their first three years and professional characteristics that impact these rates. Findings suggest that pre-service teacher programs and school environment play a role in retaining Black males in the teaching profession.

Authors

• Chance W. Lewis, University of North Carolina - Charlotte

• Paul G. Fitchett, University of North Carolina - Charlotte

• Marcia Watson, Towson University

• Amber C Bryant, University of North Carolina - Charlotte