Black Male Teachers in Schools and Colleges Today

By Terrell Strayhorn, PhD and Clarence McFerren II, Ed.D.

The shortage of Black male teachers in education, especially colleges and schools, is a critical problem that requires immediate attention. Most recent national data indicate that only 1.2% of US teachers are Black men. And much work needs to be done, according to experts, as the benefits that flow to students, schools, and society are many and far-reaching.

For students, seeing teachers who look like them helps to inspire a passion for learning and can affirm their presence in schooling spaces. Studies show that when young people have at least one Black teacher, they graduate at higher rates and hold a more positive view of school. The evidence is clear that the same holds true for Black students specifically and other students who purposefully engage with Black men in classrooms.

But the path to becoming a teacher can be long and complicated, especially for Black men, who face numerous obstacles such as inequitable pay, inadequate financial and social support, feelings of surveillance, and frequently being pigeonholed into disciplinary roles, just to name a few. Those who make it through teacher education programs–let alone higher education–often take on significant student loans, which can add up quickly, exhaust any disposable income, and exacerbate feelings of burnout, frustration, and inadequacy.

Lack of support and resources can also discourage Black men from teaching in high-poverty, densely populated urban areas, where the need for effective educators is greatest. A majority of educators (78%) say the situation could be drastically improved by school districts increasing pay, improving benefits, providing advancement pathways, and offering differential or ‘overtime’ pay as needed, especially since some teachers are required to work after contracted hours. Improving student testing policies and providing more mentorship opportunities could also increase teacher retention rates.

HBCUs and community colleges can play a crucial role in attracting more Black men to the profession, according to experts. For instance, many states are experimenting with innovative programs that incentivize HBCU students interested in teaching with competitive scholarships for those who commit to the field, paid internships at local schools, and high-quality professional development to ensure they stay abreast of current trends and discoveries.

Another strategy for attracting Black men to teaching is to develop strong partnerships between educator preparation programs–at HBCUs and PWIs–and specialized programs, such as Call Me MISTER (Mentors Instructing Students Toward Effective Role Models). Launched in 2000 at Clemson University, Call Me MISTER recruits Black male high-school students into teaching and provides enormous support through and after college. The program has grown to include multiple colleges and universities nationwide. Hundreds of MISTER alumni work as teachers across the country.

Two-year community colleges also play a crucial role in attracting, recruiting, and retaining more Black men in teaching. For example, community colleges offer affordable education and flexible schedules, making it easier for Black men who may face financial, family, and time constraints to pursue a teaching credential. Community colleges can provide mentorship programs and supportive networks through programs like New York City’s (NYC) Men Teach, specifically designed to address the unique challenges Black men face in the education field. Moreover, community colleges are well-positioned to collaborate with local schools and educational organizations to provide internship and job placement opportunities that help Black men gain practical experience in the field.?

Lastly, there are several policy actions that can help increase the number of Black men in teaching. For instance, the US Department of Labor and other job corps agencies might prioritize programs that raise awareness among young men of color about education work and teaching as a profession. Licensure exams are critical tools for assessing teachers’ content knowledge and professional readiness, but evidence consistently shows signs of bias that disproportionately affects performance of Black and brown teachers; policies that nudge revision and improvement of such exams are warranted. Lastly, financial programs such as the Public Service Loan Forgiveness, which erases all public service loan debt after ten years of work, might help address some barriers that keep Black men from pursuing teaching careers.?

At a time when schools across the nation are struggling with record-breaking teacher turnover, starting semesters with dozens of teacher vacancies, and Black boys still remain overassigned to special education, detention, and expulsion, we simply can’t afford to lose any more Black men in the classroom and we need to harness the power of our creative energies to develop new strategies for attracting many more to the profession. We invite you to share your ideas, innovative strategies, and proven practices in the “comments'' section below or via repost.