Exploring “Brotherhood” as a Support for Black and Brown Male Teacher Candidates

• In Event: Teachers of Color Learning, Resisting, and Designing for Equitable Futures

Abstract

This paper highlights the role of peer support in sustaining the success of Black and Brown male pre-service teachers. The undergraduates participate in the Brothers Teaching initiative, which works to increase the number of licensed male teachers of color by providing professional development, mentoring, assistance, and networking opportunities for Black and Brown males who want to become teachers.

We draw from Harris and Wood’s socio-ecological outcomes model (Harris & Wood, 2016), used to predict student success among men of color in community colleges and to evaluate the effectiveness of transition as well as academic support programs. The model asserts that men of color bring inputs with them, including background and societal experiences. At college, they experience four socio-ecological domains–social context, academics, family and life events, and the campus environment–that yield student success outcomes.

This study stems from a larger project that examines the initiative’s impact on students. For this paper, we present findings from 7 in-depth interviews conducted during the 2024-25 academic year. Five participants identified as Black/African-American and 2 participants identified as Latino/x. Author 1 conducted individual semi-structured interviews with each of the Brothers either in person or via Zoom. Interviews were audio-recorded and transcribed, and analyzed to identify themes.

The Brothers shared three key factors that supported their matriculation through college. First, Brothers shared that required weekly Brothers meetings played an important role in their success. Facilitated by the program coordinator and covering topics from teaching pedagogy to mental health, one participant noted “we do incredible stuff there,” such as “alumni visits,” “mock interviews,” and explore topics such as “mental health" and “finances.”

Second, Brothers engaged in social activities, such as bowling or attending basketball games. A few Brothers shared that these experiences in informal settings helped them get to know one another better. One participant stated, “it is great to talk outside of the academic space where we’re all comfortable.”

Third, Brothers supported each other during difficult times, through what we coded as informal peer mentoring. One participant shared, “if they [other brothers] see you struggling, they reach out,” with another participant giving general appreciation to the cohort for their support, “shout out to my Brothers in the cohort, they’ve been real supportive”. Through these opportunities, Brothers build bonds, create shared experiences and meaningful interactions, which promotes what we call “Brotherhood.” In this paper, we explore further how these social interactions support undergraduate students’ academic performance and persistence.

Our work aligns to the AERA 2026 theme in that we are “imagining futures” for these young men. The goal of the Brothers Teaching initiative is to recruit, prepare, and retain Black and Brown male teachers in an environment where Black and Latinx men make up less than five percent of the teaching force. This program and study are constructing a new vision for education where male teachers can fill a void experienced by Black and Latinx boys who may need to combat racialized and gendered stereotypes to be academically successful (Brooms, 2020; Carey, 2019, 2020).

Authors

• Ceily Moore, University of Illinois at Chicago

• Jeniece M. Fleming, University of Illinois at Chicago

• Decoteau J. Irby, University of Illinois at Chicago