A Scoping Review of the Research Literature on Black Male Educator Retention

• In Event: Mentoring from the Margins: Preparing and Sustaining Teachers of Color for Educational Equity

Abstract

We present findings from a scoping review of factors influencing overall educator retention and the specific retention of Black male educators. Although literature on teacher retention is extensive, there is a gap in the application of systematic analyses of differential trends and themes. This study utilized reports on teacher recruitment and retention to create codes for a scoping review of U.S. literature on educator and Black male educator retention. Results indicate differences in how educator retention, broadly, and Black male educator retention, specifically, are conceptualized in the literature. Key findings on Black male educators highlight the value of early literature on identity and the significance of educator networks and various school supports.

Authors

• Jahmere G Jackson, Howard University

• Nathan Alexander, Howard University