Put simply, districts and schools, particularly those in urban areas, might have as much difficulty retaining Black male teachers as recruiting them. A recent meta-analysis of turnover and retention among teachers of color identified only one study that explored the turnover patterns for Black male teachers. In this study, researchers analyzed a longitudinal data set from the Texas State Department of Education and found that White female and Black male teachers were leaving the profession at higher rates than other groups.
While researchers are aware of some of the organizational conditions that affect the retention of teachers, there is little empirical research on how those conditions influence the decisions for sub-groups see here , such as Black male teachers.
From the overall sample, 78 percent of respondents intended to stay at their current schools; but Loners 57 percent , when compared to Groupers 20 percent , indicated a greater desire to leave their current schools, even in a down economy. Some other interesting differences between the two groups include the fact that Loners were disproportionately more likely to have taught in three or more schools 86 percent , compared to Groupers 50 percent.
Loners were also more likely to cite challenges with colleagues as one influence on their decision to leave. In a soon to be published book chapter , I analyze the differences between how Loners and Groupers perceive the experiences of male students of color.
In sum, preliminary findings from this survey, BMTES, reveal that Black men who were the only Black male teacher on staff are more likely to want to leave their current schools.
And, despite ongoing efforts to increase the number of Black male teachers in the workforce, Black men appear more likely to be movers and leavers when compared to other sub-groups. The results of this survey extend the nascent literature on Black male teacher turnover by providing a framework that explores how workers experience the organization, particularly for those in the numerical minority.
If administrators and policy makers continue to focus solely on recruitment efforts, without attention to retention, they run the risk of creating a revolving door of teachers in our public schools.
Only in the past decade have researchers turned their attention to an investigation of Black male teachers. Almost all of this burgeoning research has focused on exploring pathways into the profession here and here , for example and the teaching practices of Black male teachers see here.
There has been little research that attempts to understand how the organizational conditions in schools shape the work experiences of Black male teachers. If we are ever to get a handle on this issue, more research is needed, exploring how organizational conditions, characteristics, and dynamics in schools affect the career choices and trajectories of Black male teachers.
In total, 85 of the Black male teachers in BPS responded to the survey. An increase in response rate could change some of my findings. While retention is a core issue - attracting males of color into education is diifcult in an economic environment in which college graduate males of color have many choices, and, TFA "legitamatizes" teaching as a "brief stop" on a career path Does your research address the impact of black, male teachers on student academic achievement and other non-cognitive measures?
First, thank you for taking the time to read my piece. I do agree that the supply of potential Black male teachers might be limited due to some of the points you raise e. I don't think the issue around why Black men do not enter the teaching profession is about how to "attract" them to teaching. I wonder what percentages of Black men apply and are denied admission to teaching training programs.
I wonder what criteria are used in the selection process. I wonder if we changed the selection committee if the type of students who matriculate into teacher training programs would also change. With that said, my piece is focused on exploring why Black men have such high rates of turnover. Specifically, I am curious to know what is it about how we organize schools that cause these men to leave in such high numbers, relative to their peers.
While I did not look at the relationship of Black male teachers and student learning in my survey, I ask teachers to describe their perceptions of how boys of color experience school. He finds, however, that this benefit is limited to children who do not come from low-income families. And preliminary evidence shows that for the same levels of externalizing behaviors, African American children face higher earnings penalties than white children.
For example, when a black student is evaluated by one black teacher and by one non-black teacher, the non-black teacher is about 30 percent less likely to expect that the student will complete a four-year college degree than the black teacher.
When a black student has a black teacher that teacher is much, much less likely to see behavioral problems than when the same black student has a white teacher. This has serious and far-reaching implications. For instance, the research demonstrates that the more times a black student is matched with a black teacher, the less likely that student is to be suspended.
The practice of tracking—offering qualified students the opportunity to take advanced-level courses apart from many of their fellow students—is more prevalent in suburban middle class communities and in schools serving white and Asian students and less prevalent in urban schools and schools serving predominantly black, Hispanic, or disadvantaged populations.
A historical belief that tracking itself is discriminatory in nature has led different communities to view and utilize the practice in unequal measure, according to Tom Loveless. And as a result, disadvantaged students are much less likely to be exposed to and to benefit from advanced coursework.
While the gap in high school completion is closing , black and Hispanic students are still less likely than their white counterparts to have a high school diploma , according to a paper on multidimensional poverty and race by Richard Reeves, Edward Rodrigue, and Elizabeth Kneebone. While there has been an increase in black college-going, most of this rise has been in lower-quality institutions, at least in terms of alumni earnings, illustrates Jonathan Rothwell.
By contrast, 26 percent of students in the bottom rank of colleges are black:. These facts demonstrate what any number of Americans could tell you: there are significant racial disparities in terms of education access and quality in the US. Join us on June 8 —online or in-person—as we discuss how to elevate this issue to the forefront of the political discussion this election year and other ways to address this fundamental problem.
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