African American Males’ Decisions to Teach: Barriers, Motivations, and Supports Necessary for Completing a Teacher Preparation Program

Abstract

The growing diversity of student populations within the public schools of the United States and the lack of diversity present in the current pool of certified teachers are of great interest to colleges and universities seeking to increase the diversity of teacher candidates. Researchers explored the factors that encouraged African American male teachers in a large southeastern public school division to complete an accredited teacher education program leading to state licensure. Completed questionnaires and structured interviews with 11 African American male educators from elementary and secondary classrooms provided data revealing the barriers, motivations, and supports related to the retention of African American males in college and university teacher preparation programs.

Barriers to Increasing Teacher Diversity: The Need to Move Beyond Aspirational Legislation

“…Many states have implemented policies of “home-growing” teachers, recruiting potential educators to work in the communities they grew up in, to support the diversification of the teacher workforce (Gist et al, 2019). However, these policies and programs have been met with persistent barriers such as the costs of state licensure exams and feelings of isolation among minority teaching candidates at predominantly white institutions (Irizarry, 2007; Wallace & Gagen, 2020). Without rigorous screening processes for selecting potential candidates, mentorship, and sustained institutional commitment, these programs falter in their efforts to recruit and develop minority teachers (Lau et al, 2007).…”