

































Educational Renaissance Vol. 9  (2020)

Desperat e Measures: How Teacher  Preparat ion 
Program s Can Engage and Ret ain Black  Male Teacher  
Candidat es

Ernest  Black , EdD. CalState TEACH, California State University

     email: eblack@calstate.edu

Ed Rice, PhD. CalState TEACH, California State University

     email: erice@calstateteach.net

Case Story

There are a myriad of social implications involved 
with being Black and male in the American 
educational system. The intersection of Blackness 
and maleness creates a construct in education 
that is informed by more than race alone (Hicks 
Tafari, 2018). Bianco et al. (2011) explained the 
complexity of being Black and male in education 
and the impact on the teaching profession as 
follows: 

The history and experiences of discrimination, 
segregation, and exclusion of many African 
American males in public schools helps provide 
context for understanding their potential 
resistance to enter the teaching field and, 
therefore, may create one more challenge for 

teacher recruitment. In order to disrupt the 
educational inequities faced by African American 
males, the need for well-prepared, culturally 
responsive teachers, regardless of race or gender, 
is great; however, the need for well-prepared, 
culturally responsive African American male 
teachers is desperate. (p. 369)

Currently, only two percent of all U.S. teachers are 
Black males (Kena et al., 2016). This leads to the 
overburden or expected subsequent roles of Black 
male teachers. There is a need for Black male 
teachers, but there are few resources and even 
fewer opportunities exist to support them.

While an abundance of research exists on the 
need for Black male teachers, there remains a 

Abst ract  

Black male teachers are less than two percent of all current teachers in the United States. However, 
there has been an effort to recruit and retain Black men into the teaching profession for a number of 
reasons. All students benefit when they have a Black male teacher. Black boys, in particular, have 
markedly higher test scores and improved discipline when they have a Black male teacher. Black male 
adults in educational settings is essential for enhancing Black boys? academic and social development. 
There is a need for Black male teachers in education. Even with nationwide recruitment efforts like My 
Brother 's Keeper, the numbers of Black male teacher remain small. Additionally, Black male teachers 
leave the profession at a higher rate than other subgroups. This paper will examine one teacher 
preparation program's effort to increase retention of Black males in the teacher preparation program 
and the teaching profession. 

mailto:eblack@calstate.edu
http://erice@calstateteach.net


BLACK & RICE | DESPERATE MEASURES

void of information on how to support them. The 
demand for Black male teachers remains great, 
while the supply remains low. This demand makes 
a strong case for recruitment of Black males, but 
the lack of support for Black male teachers does 
litt le for retention. This creates an opportunity for 
increased recruitment and support of Black men 
into the teaching profession. There is a need, but 
there is also a desire. Black male teachers have 
stated a desire to teach because of their 
commitment to impact the lives of Black children 
(Goings & Bianco, 2016; Lewis, 2006; Lynn, 2006).  
Programs like Black Male Educators for Social 
Justice and Call Me Mister inspire and recruit Black 
men into the teaching profession. These programs 
have garnered successful media coverage and 
increased numbers. However, Black male teachers 
are still more likely to leave their schools at higher 
rate than other subgroups (Bristol, 2018). So, Black 
male teachers remain underrepresented in the 
teacher workforce (Milner, 2016).

Percept ion of  Black  Males as Teachers

 Black male teachers often face the same 
stereotyped behavior that Black male students 
face at the school site. Black male teachers may 
enter hostile work environments and encounter 
colleagues who will both covertly and overtly treat 
them as social outcasts (Goings, 2015). Black male 
teachers face a cacophony of discrimination, not 
only because they are Black and male in America, 
but also because their career of choice is 
dominated by White middle-class women 
(Ferguson 2001; Howard & Reynolds 2013; Lewis & 
Toldson 2013). The practice of designating the 
Black male teacher into the box of disciplinarian 
and role model without the development of 
engaging teaching practices offers the Black male 
teacher with few pedagogical skills to teach 
children and an inability to access those needed 
skills. 

Teacher quality matters more than curriculum and 
more than physical environment. Most teacher 
preparation programs prepare teacher candidates 
for teaching jobs in schools that differ greatly in 
terms of resources, student demographics, 

climate, leadership, and teacher community 
(Kuriloff et al., 2019). Black teachers are 
significantly more likely to be placed in schools 
with large populations of children of color and 
children in poverty or schools characterized as 
struggling (D?amico et al., 2017).  There is not a 
differentiated curriculum in teacher education 
that prepares teacher candidates for employment 
in different types of schools or districts. In order 
to adequately prepare candidates, teacher 
preparation programs, must deviate from 
traditional mono-cultural approaches to teaching 
that reinforces Westernized models of teaching. 
(Utley et al., 2014). In essence, most teacher 
preparation programs do litt le to prepare teacher 
candidates for the type of environment where 
many Black male teachers find employment. It is 
in these environments that the Black male 
teachers often act as a father figure, disciplinarian 
and role model. However, there is litt le in teacher 
preparation coursework that prepares them for 
the reality of the classroom. The reality manifests 
itself in an ability to gain employment, but not 
being sufficiently prepared to teach students 
(Pabon, 2014). It is unfair to expect Black male 
teachers to take on the responsibility of ?saving? 
an educational system that is deeply fractured, 
flawed, and dysfunctional (Milner, 2016). The 
?saving? becomes an expectation that the Black 
male teacher has not been effectively prepared to 
be successful. 

The saving mantra continues to play a role in the 
Black male teacher?s effectiveness, but it also 
plays a role in their retention. Black male teachers 
find themselves in perpetual negotiation as they 
seek to reconcile their own individual lived 
experiences with prescribed societal expectations 
and limitations (Howard & Reynolds, 2013). Race 
plays a major role in our educational system and 
influences our teacher preparation programs 
(Green & Jor?dan, 2018). Faculty expectations can 
have a significant impact on the educational 
achievement of Black college students (Bowden, 
2014). These expectations play a role in the 
success of the Black male teacher candidate. In 
order to be successful in a teacher preparation 

16



BLACK & RICE | DESPERATE MEASURES

program, some Black male teacher candidates feel 
that they had to culturally assimilate to the 
dominant groups? culture, language, behaviors 
and norms within the classroom (Green & Martin, 
2018). There has been litt le research devoted to 
where minority teachers tend to be employed, 
what happens to minority teachers once they are 
employed, or to the role of the employing 
organizations in teacher staffing problems 
(Ingersoll et al., 2019). What does persist, however, 
is that the Black male teacher must master all of 
these other duties, but he is reviewed using the 
same rubrics that are applied to other teachers. 
Black male teachers get less support and are 
typecast into nonacademic roles. Many of Black 
male teachers speak of feeling isolated. When 
administrators and colleagues did engage them, 
they only wanted to discuss disciplinary 
enforcement (Griffin & Tackie, 2016). Therein, lies 
the discrepancy of what it expected for Black male 
teachers versus what is required to be successful 
as a Black male teacher. 

A prevalent discourse among educational 
stakeholders has suggested that Black male 
teachers are the key to helping Black male 
students in urban schools and, in particular, 
develop skills to succeed by acting as role models 
(Brown, 2012). This is the foundation of ?saving? an 
educational system. The belief is that the presence 
of Black male teachers can erase education 
inequities that exist in schools and school districts. 
This rhetoric suggests that by standing in for 
absentee Black fathers and acting as exemplars of 
Black manhood, Black male youth will adopt the 
resilience, grit, and determination to achieve in 
school (Pabon, 2016). This rhetoric has emerged 
without regard to persistent racial inequality in 
urban public schools that creates challenging 
conditions for teaching and learning (Pabon, 
2016). The racial inequity continues with the hiring 
process. When Black candidates are hired, they 
were disproportionately placed in schools with 
large populations of children of color or children 
in poverty (D?amico et al., 2017). However, when 
the racial inequities persist, the Black male 
teacher is thought of as ineffective as a role model 

and disciplinarian, and therefore, ineffective as a 
teacher if there is not a change in the academic 
achievement of the Black male youth. The Black 
male teacher, hired to close the opportunity gap 
for Black children, is thought ineffective if those 
opportunity gaps remain. 

Black  Males and Ot her  Dut ies as Assigned 

Currently, two percent of America?s public school 
teachers are black men (U.S. Department of 
Education, 2016). In spite of this, Black male 
teachers perform multiple roles at the school site. 
Each subsequent role is in addition to their 
identified role as classroom teacher. However, 
each subsequent role often takes precedent and 
immediate importance over the identified role. For 
example, there is a higher priority placed on the 
Black male teacher?s ability to discipline students 
than developing his understanding of pedagogical 
abilit ies or teaching practices (Bristol, 2018). Black 
male teachers often navigate the roles of father 
figures, disciplinarians and role models for all 
students, but in particular, Black boys 
(Brockenbrough, 2015). These subsequent roles 
very quickly become part of the job description for 
Black male teachers. They are part of the ?other 
duties as assigned.? However, these duties are not 
part of the teacher contract, but become a part of 
the Black male teacher experience. 

There is no training or preparation for the 
subsequent roles that many Black male teachers 
find themselves participating at their respective 
school sites. While teacher preparation programs 
provide teacher candidates with foundational 
skills and pedagogy to reach the majority of 
school-aged children, many new teachers struggle 
with classroom management (Headden, 2014). 
Teachers often need support to implement 
comprehensive classroom management plans 
consistently (Fallon et al., 2019). Often coursework 
in the teacher preparation program lacks 
relevancy to the urban school context in which 
many Black male teachers are employed (Pabon, 
2016). Black male teachers and teacher 
candidates have a great deal of extended duties 
when it comes to being a disciplinarian and role 

17



BLACK & RICE | DESPERATE MEASURES

model for students. However, litt le has been done 
to create curriculum or provide training to give 
Black male teachers the tools to be immediately 
successful in their subsequent roles as father 
figures, disciplinarians and role models or their 
primary role as classroom teacher. For the Black 
male teacher, there is the added responsibilit ies of 
mentoring and dealing with discipline for many of 
the students at the school site. Both new and 
experienced Black male teachers struggle to adopt 
the authoritarian disciplinary personas that others 
expected of them based on the perception that 
Black male teachers are well-suited disciplinarians 
for predominately Black urban schools 
(Brockenbrough, 2015). 

Program  Det ails 

The program, CalStateTEACH, is a system-wide 
online multiple subject teacher preparation 
program that is part of the California State 
University system. The program has students in 
rural and remote parts of the state and densely 
populated urban areas. The program is not 
housed on one particular campus. Instead, there 
are two regional centers on two separate 
university campuses and a central center located 
in the administrative offices of the California State 
University system. Because much of the 
coursework is delivering online, the program is 
categorized as an alternative certification 
program. Minorities are represented in the 
teaching force to a greater extent in states with 
genuine alternative certification than in other 
states (Peterson & Nadler, 2009). The program is 
no exception. For the fall 2019 term, 
approximately 30% of enrolled students identified 
as minority (American Indian, Asian, Black/African 
American, Hispanic/Latino). While the program 
boasts a sizable minority population, only 20 out 
of 893 preliminary credential students identified 
as Black/African American. For the fall 2019 term, 
there were only four Black/African American male 
students enrolled. In comparison, approximately 
45% of all enrolled teacher candidates in the State 
of California for the 2017-18 academic year 
identified as minority. However, only 1,170 

identified as Black/African American with less than 
2% of that population being Black/African 
American male students (California Commission 
on Teacher Credentialing, 2019). 

The administrative staff of the program noticed 
low application numbers, enrollment and 
retention with Black male teacher candidates. 
Originally, the administrative staff sought to 
provide additional resources including mentorship 
to Black male teacher candidates. However, many 
of the faculty resisted this change and requested 
that all men be including in the project. As a result, 
the program created a ?Men in Teaching? panel 
during the Teacher Excellence Institute, a one-day 
professional development opportunity for 
program faculty, staff and students, in the fall of 
2017 to offer additional support to male 
candidates and better understand their 
experience in the program. All enrolled men were 
invited regardless of ethnicity. At the ?Men in 
Teaching? panel, male faculty offered ways to fully 
engage in the profession including offering ways 
to navigate a system that is white female 
dominated. 

Men in Teaching 

Following the ?Men in Teaching? panel it became 
evident there was an interest (and need) among 
candidates to continue the conversation among 
male teacher candidates regarding their role in 
the classroom. In response to the need, male 
faculty members created a monthly meeting of 
male teacher candidates where participants could 
ask questions, receive advice and interact with 
other professional male educators. The 
participants in the Men in Teaching group were a 
mix of first- and second-year teacher candidates. 
All the participants were either student teachers 
or interns. Student teachers are volunteering in 
the classroom to complete required clinical hours 
while interns are teachers of record, hired by the 
school district, but have not yet earned a teaching 
credential.  The meetings provided an opportunity 
for the men in the program to interact with their 
other male colleagues and establish a support 
network as the candidates navigated the teaching 

18



BLACK & RICE | DESPERATE MEASURES

profession and furthered their educational 
endeavors. An additional purpose of the meetings 
was to provide a relationship between the 
program and male students to retain them as 
teacher candidates and increase the number of 
male teachers in the education profession. Over 
time, we found that the group became a monthly 
safe space for male candidates to discuss their 
challenges, exchange ideas, share best practices 
and learn from veteran male educators. Each 
meeting was, at minimum, one hour. However, the 
one hour time period was often exceeded when 
there was continued conversation on a particular 
topic. 

In Year One (2017), approximately 10 participants 
met monthly online using video conferencing for 
an hour each month. During the initial year of the 
group, all participants were men. The participants 
changed with each meeting. However, there were 
several participants who participated in every 
meeting. In general, the group consisted of 3 
white men and 5-7 men of color; 2-3 African 
American and 4-7 Latinx. The group discussed 
topics such as lesson planning, classroom 
management, career planning and financial 
management. We discovered through participant?s 
conversations, suggestions, and surveys that in 
addition to the professional development and 
pedagogical support provided, the participants 
desired the mentorship and peer conversation as 
much, if not more, than the academic support. It 
became evident early on, that participants were 
eager to talk and wanted a forum to freely dissect 
their experiences as pre-service candidates. 
Through dialogue with the teacher candidates, a 
few key observations were noted. They were:

1. Discipline. Not all men are disciplinarians. Most 
of the men in the group complained regularly 
about being the go to person for discipline 
problems on their campuses. Many of the men, 
especially the first-year teachers and interns, 
struggled with classroom management but were 
routinely either given challenging students or 
expected to discipline students, especially the 
boys.

2. Money. Money was a big concern, all of the men 
expressed angst regarding the ability to care for 
themselves and their families on a teacher?s 
salary. Many requested support identifying more 
advanced career paths or other opportunities in 
education. Several of the teacher candidates had 
second jobs while they were working or pursuing 
their careers as teachers. 
3. Peer group. One of the most important aspects 
of the group was the camaraderie and support 
among the group participants. The participants in 
the group spoke frequently about the importance 
of having a space to interact with other male 
educators who either related to their challenges 
or shared the same experience.
4. Role Models. Introducing the group to other 
successful, veteran male educators helped eased 
fears about the ability to have professionally 
fulfilling and financially stable careers. The 
participants, also appreciated knowing that there 
was a blueprint for their success, which they could 
access.

Based on a survey of the participants from 2017, 
all of the men in the group found the group 
beneficial and all Year One participants indicated 
they would participate in the group in Year Two. 
While no additional students were added for Year 
Two, 100% of Year One participants returned to 
the program in Year Two.

Oppor t unit ies for  Addit ional Suppor t  

In addition to the retention and engagement 
strategy we implemented in our program, we also 
acknowledge additional engagement strategies for 
recruitment and retention of Black male teacher 
candidates. Some of those strategies are:

- Establish a career pathway and planning 
guide/sheet for teachers

- Establish mentorship and support groups 
throughout the school district

- Encourage other male teachers to promote 
the school/district at university events and 
career fairs

- Provide professional development 
opportunities for candidates

19



BLACK & RICE | DESPERATE MEASURES

- Identify opportunities for supplemental 
income and host a spring job fair to make 
candidates aware of potential summer jobs

- Partner with local businesses/universities to 
identify seasonal (especially summer job 
opportunities) for teachers

- Identify networking events for candidates 
to attend

- Suggest professional education 
organizations for candidates to join

Conclusion
More male educators are needed to further 
diversify the education workforce. Additionally, 
there is an even greater need for Black male 
educators in today?s classroom. Lewis (2006) 
indicates that, 

The need for African American male teachers 
is clear and urgent. By representing only 2% of 
the national teaching force chances are that 
most students will never have an African 
American male teacher at any point in their 13 
years in the public-school system. Their 
presence in classrooms is critically needed not 
only for African American young men and 
women but also for all students.? (as cited in 
Bianco et al., 2011, p. 368) 

In order to create classrooms that are more 
reflective and fully equipped with the cultural 
competency required to support all the students 
that we serve, we must first engage and retain 
male educators of color. 

While the strategies employed in our program 
were developed to support all male candidates in 
the program, there are implications from our work 
that can be utilized to more effectively retain and 
support Black male teachers and teacher 
candidates. As previously mentioned, due to such 
small numbers in the profession and an 
overburden of the expected subsequent roles, 
Black male teachers possess a great need for 
support and few resources exists dedicated to 
their support. Based on our program, support 
tools such as mentorship programs, peer groups 
and career pathways are effective strategies 

however they may require additional research to 
determine their effectiveness with this population. 
In an effort to better understand this population 
and increase our ability to recruit and retain them 
in our program, we are currently gathering data 
through surveys and focus groups from current 
and past CalStateTEACH students. The goal is to 
gain more insight on their experience as students 
and teachers to inform our practices and increase 
our ability to attract and retain Black men in the 
teaching profession. Our initial efforts to support 
our candidates revealed an even greater need 
among our students and the research we are 
currently conducting is our attempt to address 
that need. 

20



BLACK & RICE | DESPERATE MEASURES

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