Exploring Black Male Mathematics Teachers' Professional Preparation and Experiences for the Public Good

• In Event: Examining the Nuances of Teaching Mathematics While Black: Achieving New Possibilities for the Public Good

Abstract

Black male teachers are underrepresented in educator preparation programs and the teaching profession. There is a growing body of research investigating the recruitment, retention, and experiences of Black male teachers (Lewis & Toldson, 2013). The recruitment and retention of Black male teachers in educator preparation programs and the profession is a complex issue that continues to persist in the field, especially in mathematics (Davis, Lewis & Toldson, 2018). Most of the knowledge and research of Black male mathematics teachers have come from studies of Black teachers, Black mathematics teachers, Black male teachers, and/or Black male mathematics teachers, specifically (Davis, Frank & Clark, 2013; Lewis & Toldson, 2013). This body of research mainly consist of qualitative studies. There is little research of Black male mathematics teachers in educator preparation programs and the profession to provide insight into their experiences throughout the pipeline (Davis, 2018; Frank, 2018; Harris & Davis, 2018).
African American male theory (Bush & Bush, 2013), a framework that captures the uniqueness of being Black and male was used as the lens for this study. This paper will provide insight into the experiences of Black male mathematics teachers from a larger study of 30 Black male pre- and in-service teachers and teacher leaders. These Black men were interviewed about their family background, academic experiences, educator preparation, and professional experiences. The interviews were professionally transcribed and analyzed. The results of the study provide insight into the successes and challenges of Black male mathematics teachers in educator preparation programs and the profession. Study findings complicate race and suggest that efforts to recruit and retain Black male teachers go beyond skin color to consider nationality and experiences. The results also revealed that Black male teachers in the study were successful with conveying mathematical content to struggling and English language learners. The findings also provide insight into the support structures Black male mathematics teachers need in preparation programs and the profession. The study findings are significant to policymakers, state, district and school educational leaders, teacher educators, and researchers interested in recruiting, retaining, and supporting Black male mathematics teachers into the field.

Author

• Julius Davis, Bowie State University