Futuring Equity: How mentorship increases the self-efficacy of novice Black male teachers in racialized schools

• In Event: AERA Poster Session Wednesday 11:45am
  In Poster Session: Pursuing Equitable and Inclusionary Access in the K-12 Pipeline

Abstract

Culturally responsive mentorship influences the self-efficacy of novice Black male elementary teachers (Bristol & Goings, 2019; Bryan, 2021; Renbarger & Davis, 2019). Using a sequential explanatory mixed methods design, the research begins with survey data from the NTPS to assess mentorship and self-efficacy and then examines the lived experiences of novice Black male teachers. Grounded in Self-efficacy Theory and CRT, this equity-oriented study reveals the intersection of race, gender, and institutional practices impact novice teacher's professional identify ultimately stifling their professional careers in education (Bandura, 1997; Lynn & Dixson, 2013). Finding from this study will help district leaders and policy makers rethink how they support Black male teachers ultimately increasing the diversity of the teacher work force and disrupting systemic barriers to their retention.

Author

• Ronald Drummond, Bowie State University