Changing the Face of Education Practice and Research

• In Event: Research as Whole Truth-Telling: Polyvocality and Collaboration as Necessary Disruptors in Educational Research

Abstract

I am a Black Male undergraduate student preparing to become a high school math teacher. I am not a “traditional” student. I am 35 years old and this is my second attempt at school. So, when high school students ask me why I came back to school I respond with a question, “How many of you have ever had a Black male teacher?” I am sometimes lucky to have 10% of the students raise their hands. We must address the absence of Black male perspectives in shaping educational research/practice and the impact this has on the perception of Black men (teachers, students, parents, administrators, custodians, staff, etc.) and on their feelings of belonging, hope, and success in the field of education. Most of the research conducted within the educational setting is from a non-Black perspective which has contributed to the misperception of Black males in education.
Being part of a program designed to support the recruitment, retention, and success of students from historically marginalized communities, has had a deep and wide impact on my self-perception, self-efficacy, and self-esteem as an individual, community member and scholar. Being part of this program has helped me to critically understand how the history of racism shapes my life today and how the intersection of historical, economic, cultural, political, and social factors have contributed to the lack of Black male teachers in the classroom, particularly in STEM subjects. Arguably the biggest gift the program has given me is the offering of a loving, supportive community that believes in me, provides support in the most critical times, and will not let me give up. This community, which has become like a family, of future, new, and experienced educators that share my vision of a diverse educational system and actively advocate for students like me to be seen, heard, and respected is the main reason I will be graduating next term as a math educator.
Having been offered the opportunity to be part of a research team that gathers data to support recommendations for program and policy changes in the teacher-preparation program at my university has been valuable. I have always wondered what prevented school and university officials from asking Black men what support and reforms are needed to support their success instead of assuming on their behalf. Having been given the opportunity to shape research that will inform program changes so that Black students, and in particular Black male students, feel respected and their success supported has planted a seed in me as a researcher. I look forward to the opportunity to share my reflections and recommendations from being part of the research team.

Authors

• David Smith, Eastern Michigan University
  Presenting Author

• Johnnetta S.C. Ricks, Eastern Michigan University
  Presenting Author