Dancing between two worlds: a portrait of the life of a black male teacher in South Central LA

2006 ◽  
Vol 19 (2) ◽  
pp. 221-242 ◽  
Author(s):  
Marvin Lynn
Keyword(s):  
Black Male ◽  
South Central ◽  
Male Teacher

scholarly journals Desperate Measures

2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Ernest Black ◽  
Ed Rice
Keyword(s):  
Teacher Preparation ◽  
Black Males ◽  
Black Male ◽  
The United States ◽  
Teaching Profession ◽  
Teacher Preparation Program ◽  
Male Teachers ◽  
Black Boys ◽  
Black Male Teachers ◽  
Male Teacher

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 student 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. 

A Tale of Two Types of Schools: An Exploration of how School Working Conditions Influence Black Male Teacher Turnover

2020 ◽  
Vol 122 (3) ◽  
pp. 1-41
Author(s):  
Travis J. Bristol
Keyword(s):  
Black Men ◽  
Working Conditions ◽  
Black Male ◽  
Teacher Turnover ◽  
Teaching Profession ◽  
Male Teachers ◽  
Teachers Of Color ◽  
Black Male Teachers ◽  
School Based ◽  
Male Teacher

Context Ongoing teacher diversity campaigns will not increase the net number of teachers of color if policymakers fail to address the disproportionate rate at which teachers of color leave the profession when compared to White teachers. Purpose The purpose of this article is to fill the empirical gap about the mechanisms that influence Black male teacher turnover. Specifically, this study explores the perceived school-based experiences of Black male teachers, with particular attention to comparing the experiences of Black men who are the only Black male teachers in their schools to those of Black men in schools with multiple Black male teachers. Research Questions 1. In what ways do the school-based experiences differ for Loners (Black male teachers in schools employing only one Black male teacher) versus Groupers (Black male teachers in schools with larger numbers of Black male teachers)? 2. How does a school's organizational context, such as relationships with colleagues and school administration, affect the decisions of Loners and Groupers to stay in their schools or in the teaching profession? Research Design This study employed a qualitative method, phenomenology. Two waves of semistructured in-depth interviews were conducted with Black male teachers (N = 27) across 14 schools. Seven schools had three or more Black male teachers on the faculty (n = 20), and seven schools had one Black male teacher on the faculty (n = 7). Each semistructured interview lasted approximately 60 minutes. Findings/Results Groupers cited challenging working conditions (such as weak administrative leadership) as their primary reason for wanting to leave. The following academic year, almost half of these teachers (9 out of 20) did not return to their schools in the positions they had held the previous year. Counterintuitively, Loners, despite sometimes having hostile interactions with their White colleagues, stayed. While Simon and Johnson theorized that the absence of positive collegial relationships increases turnover, this phenomenon proved less true for Loners’ decisions to remain at their schools. Recommendations Given that Groupers were more likely to leave when compared to Loners, policymakers who are interested in increasing the number of Black male teachers must also give attention to retention. Future research should compare the school-based experiences and influences of turnover of Black male Loners and Groupers to other ethnoracial minorities, such as Latinx and Asian teachers. Practitioners, or specifically principals, may also want to become more attentive to interpersonal relationships in schools, particularly between Black male teachers and their White colleagues.

Justice for Samuel Faulkner

2017 ◽  
Author(s):  
Kelly Lytle Hernández
Keyword(s):  
Los Angeles ◽  
Black Male ◽  
The United States ◽  
Police Brutality ◽  
Community Members ◽  
South Central ◽  
Black Protest ◽  
South Central Los Angeles ◽  
The 1960S ◽  
The City

The sixth chapter spans the decades between the 1920s and the 1960s. In these years, as Los Angeles took center stage in the nation’s landscape of jails and prisons, the population of African Americans incarcerated in Los Angeles shot from politically irrelevant and slightly disproportionate to politically dominant and stunningly disproportionate. It has remained so ever since. Chapter 6 tracks the origins of the incarceration of blacks in Los Angeles. In particular, it details why and how black incarceration so disproportionately followed the expansion of L.A.’s African American community. Moreover, by exhuming the first recorded killing of a young black male by the LA PD, which occurred in South Central Los Angeles on the evening of April 24, 1927, this chapter details why and how police brutality so closely accompanied black incarceration in the city. It is a brutal history attended by persistent—and, in time, explosive—black protest, tracking how community members fought police brutality between 1927 and the outbreak of the Watts Rebellion in 1965. Indeed, race, policing, and protest became inextricable as Los Angeles advanced toward becoming the carceral capital of the United States.

To Be Alone or in a Group: An Exploration Into How the School-Based Experiences Differ for Black Male Teachers Across One Urban School District

2017 ◽  
Vol 53 (3) ◽  
pp. 334-354 ◽  
Author(s):  
Travis J. Bristol
Keyword(s):  
Black Male ◽  
School Policy ◽  
Urban School District ◽  
Male Teachers ◽  
Background Characteristics ◽  
Black Male Teachers ◽  
Urban District ◽  
School Based ◽  
Male Teacher ◽  
To Receive

One urban district administered the Black Male Teacher Environment Survey (BMTES) to each of its Black male teachers to measure their school-based experiences. This article highlights descriptive statistics from the 86 Black male teacher respondents. Findings suggest that participants’ background characteristics and school-based experiences varied by the number of Black men on the faculty. Loners, schools with one Black male teacher on the faculty, reported different experiences when compared with Groupers, schools with four or more Black male teachers on the faculty. Specifically, Loners were more likely to receive alternative certification, reported that their White colleagues had greater influence on school policy than teachers of color, believed that being Black caused people to fear them in their schools, and reported having a greater desire to leave their schools than Groupers.

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