Strengthening the Black Male Teacher Pipeline at Historically Black Colleges and Universities: Recruitment, Retention, and Breaking Down Barriers

• In Event: Situating Gender and Race in Teacher Recruitment and Retention: Implications for Sustaining Agency

Abstract

Purpose
Currently Black male teachers comprise less than 2% of the teacher workforce. Increasing the percentage is critical considering public schools educate majority-minority populations. Further, Black males are disproportionately expelled, suspended, and must overcome race-based traumas that impacts their academic performance and socio-emotional development. For this reason, this chapter explored the historical challenges Black teachers encountered, issues unique to Black male teachers, and utilized autoethnographic vignettes to describe the researcher’s lived experiences as a preservice and inservice Black male educator.

Perspective
Far too often the lived experiences of Black male teachers are narrowly defined. Moreover, the challenges Black male educators encounter as preservice teachers are rarely discussed. Creating an accurate portrayal is critical considering the stereotypes and misconceptions they have to navigate. Thus, this chapter is rooted in tenets that give a voice to a historically underserved and marginalized population.

Methodology
Throughout the researcher’s preservice and inservice teaching experiences the individual maintained a journal and collected relevant documents (e.g., emails, letters from supervisors, etc.). The practice began as an undergraduate student enrolled in a teacher education program at a historically Black college and university (HBCU). Throughout the chapter the researcher utilized autoethnographic vignettes to contextualize various experiences as a Black male educator. Interactions with colleagues, supervisors, and others were member checked for accuracy.

Results
The researcher used vignettes to highlight the important role Black males play in school settings. This included describing two events that suggest a) Black male students need teachers/mentors with similar lived experiences; and b) Frequently Black male educators are forced to be disciplinarians. The paper includes recommendations.

Significance
Increasingly school districts, post-secondary institutions, policymakers, and parents have lamented that we need more Black male teachers. However, rarely are the experiences of Black male preservice and inservice teachers deconstructed. Furthermore, this presentation can be used as a template to develop programs that help HBCUs and other stakeholders recruit and retain Black male educators.

Author

• Larry J. Walker, University of Central Florida