Black Male Student Teachers: Tomorrow's Teachers?

• In Event: International Perspectives of Black Male Teachers

Abstract

England is an ethnically diverse society with a rising Black and minority ethnic (BME) student population, yet the teacher workforce is predominantly White and female (DfE 2013). Indeed there is an ethnic mis-match in senior and classroom positions as Black male teachers remain underrepresented across subjects in primary and secondary schools (DfE 2013). Importantly, where Black male teachers have been employed they have been shown to make a difference in student outcomes (Maylor 2014, 2009; Maylor et al 2006). If Black teachers are known to make a difference, what accounts for the virtual absence of Black teachers in some schools? This is the essence of this paper which concentrates on the experiences of a small group of Black male student teachers studying for a postgraduate certificate in education (PGCE).

The paper is derived from a broader study which sought to understand the university and school based experiences of BME PGCE students as part of student recruitment and identifying effective practice strategies that could be usefully adopted by the university and its school partners to better support these students.

The paper discussed here examines the experiences of Black male primary and secondary PGCE student teachers, and the factors which impact on their commitment to enter teaching once qualified.

A purposive sampling strategy (Cohen, Mannion and Morrison 2011) was adopted in order to identify study participants who would provide relevant information in line with the specific objectives of the study.

The data was collected via three 45-60 minute focus groups and semi-structured individual interviews. Focus groups (covering student recruitment, placement, course progression and pastoral support experiences) were conducted following the student teaching placements. Students unable to attend a focus group were interviewed.

All data was recorded, transcribed verbatim and thematically analysed using the constant comparative method (Cohen, Mannion and Morrison 2011). This helped to identify similarities and differences in Black male student teacher experiences. The data was theorised using two of critical race theory’s key tenets which are ‘the intercentricity of race and racism’ (which contends that race and racism are endemic in society) and the ‘centrality of experiential knowledge’ which is salient to comprehend if racism in education is to be challenged and addressed (Smith, Yosso and Solórzano, 2006: 300; Dixson and Rousseau, 2005; Delgado 1995).

The study found that few Black male student teachers had positive experiences during their school placements. Respondents identified negative assumptions made about their ability to teach by both staff and pupils. Within the university, questions were consistently raised about their ability to attain highly. There was also an absence by teacher educators and placement teachers to challenge conceptions of ‘White’ knowledge as being the only legitimate knowledge that should be represented in schools. This lack of acceptance of different ways of knowing (hooks 1994) served to undermine these Black students confidence that schools value Black male teachers. The study points to the need for ITE courses to reassess their commitment to social justice, and ultimately ensure Black students experiences enable them to become teachers and educate future generations.

Author

• Uvanney Maylor, University of Bedfordshire