Missing misters: uncovering the pedagogies and positionalities of male teachers of color in the school lives of Black and Latino adolescent boys

As researchers and school stakeholders determine ways to best support Black and Latino adolescent boys from low-income communities in actualizing their postsecondary future ambitions, more attention is needed on the types of futures these boys imagine and how family members influence this process. Guided by future orientations and possible selves frameworks, this school-based ethnographic study investigated the ways families influenced what the author calls the “postsecondary future selves” of Black and Latino (i.e., U.S.-born Salvadoran) 11th-grade boys ( N = 5). Described as what youth conceptualize as possible, likely, and expected for their lives after high school, postsecondary future selves considers three future domains: “college” (postsecondary education), “career” (postcollege employment trajectory), and “condition” (expected financial stability, relational and familial prospects, future living arrangements, happiness, and joy). Findings indicate that families built their boys’ capacities for envisioning and making strides toward ideal futures. Finding “success,” “being somebody,” and “having a future” underscored familial messages that emphasized the salience of college going in obtaining a career and life condition that would lead their boys to finding pride and fulfillment. Implications support stakeholders in building adolescents’ efficacy for threading linkages between college going and college majors, career trajectories, and expected life conditions, thus complementing familial-based supports.

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Male teachers of color take a lesson from each other

Phi Delta Kappan ◽

10.1177/0031721715610089 ◽

2015 ◽

Vol 97 (2) ◽

pp. 36-41 ◽

Cited By ~ 13

Author(s):

Travis J. Bristol

Keyword(s):

Male Teachers ◽

Teachers Of Color

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

Teachers College Record ◽

10.1177/016146812012200312 ◽

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.

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