Journal of African American Males in Education (JAAME)
35751 (1-19 pp.)
In light of the teacher shortage and increased emphasis on diversifying the educator workforce, the recruitment and retention of Black male educators is critical. The researchers focused on how these educators perceive their impact as role models and what others expect from them in K-12 contexts. The researchers administered questionnaires (N=38) and conducted interviews (N=11). Most educators considered themselves to be positive role models, especially for Black students. Expectations about their responsibilities as disciplinarians were positive unless imposed by race or at the expense of perceived academic skills. They needed to prove themselves with respect to academic qualifications. Interpersonal relationships were curtailed by their need for social distance, self-preservation, and dispelling stereotypes. Finally, educators described inequities, lack of support, and underrepresentation of Black males in their schools.
Original Publication Citation
Wallace, D., Bol, L., Hall, K., & Cousins, E. (2022). Black male educators matter: Modeling and expectations in K-12 settings. Journal of African American Males in Education (JAAME), 13(2), Article 35751. https://jaamejournal.scholasticahq.com/article/35751
Wallace, Denelle; Bol, Linda; Hall, Kendra; and Cousins, Erin, "Black Male Educators Matter: Modeling and Expectations in K-12 Settings" (2022). Educational Foundations & Leadership Faculty Publications. 105.