Insights into the Black Male Educator Experience

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Insights into the Black Male Educator Experience

In the largest ever survey centering male teachers of color, thousands of teachers who use ��һ�Թ�� shared their experiences in the classroom. Black male educators’ responses stood out, pointing to the impact they have in their school communities, the unique responsibilities they’re expected to shoulder, and how we can better recruit and retain these powerful educators.

Why this matters

When students feel seen and understood by their educators, their engagement and learning can thrive.

the graduation rate among Black students increased by 33% if they had at least one Black teacher between third and fifth grade.

Black male students represent 8% of the population of students, wheras Black male teachers represent only 2%

Black educators are vastly underrepresented.

Especially Black men, who make up This dearth of Black male educators means that Black boys are likely to go through their entire public school education without ever having a teacher who looks like them.

Black male educators report spending more time outside of class with students

Chart displaying In a typical week, outside of regular class time, how many hours do you spend on mentoring, and counseling students?

Black male teachers spend more time mentoring and counseling students than teachers of any other demographic

The same trend emerged regarding tutoring students outside of class.

Black male teachers have more students socializing in their classrooms.

These teachers report an average of 10 students spending time in the classroom outside class every week.

Black male graduates of Historically Black Colleges and Universities (HBCUs) spend the most time with students (an average of 11 hours per week) and have even more students spending time in their room (an average of 18 students).

In a typical week, outside of regular
class time, how many students do you let socialize in your classroom?

Whether because students gravitate to teachers in whom they can see themselves, or because of a special commitment to supporting the whole student, or another reason entirely, Black male teachers demonstrate the highest levels of engagement with their students — and thankfully, this higher level of engagement does not correlate with burnout, and does not appear to drive it.

“I see myself in my students’ faces every day. They bring a myriad of academic, social, and emotional concerns to me every day. I am equipped to handle these concerns — because I was what they are.”

Karriem

English Language Teacher, New Jersey

Black male educators take on disproportionate work

Black teachers of all genders report that they shoulder additional responsibilities due to their race.

These responsibilities include disciplining students of color and teaching their school community about racism. Black male teachers are most likely to cite "stresses related to teaching during this heightened racial climate" as a top 3 reason for burnout.

chart: Because of my race I'm expected to discipline students of color

chart: Because of my race, I’m expected to serve as a school liaison to families of color.

At schools where racial tensions run high, Black teachers are much more likely to be tasked with additional labor due to their race.

Male teachers of color who agreed that "Racial and ethnic differences between students and teachers create tensions at this school" were more than three times as likely to agree with the statement, "Because of my race, I’m expected to serve as a school liaison to families of color."

Because of my race, I’m expected to serve as a school liaison to families of color.

Until we address the on teachers of color, we won't be able to attract and retain these educators.

“When a student sees a teacher who looks like them standing at the front of their classroom, it is a powerful, life-changing experience. A diverse workforce of educators supports both the academic and social growth of our students, and educators who are deeply rooted in the communities they serve often go above and beyond to support young people.”

David C. Banks

Chancellor, New York City Public Schools

Great teacher inspiring young student to become a teacher

Great teachers inspire great future teachers

50% of all respondents were inspired to become a teacher by a teacher.

This finding was universal, predicted neither by gender, age, nor racial identity.

Black male teachers are most likely to have entered the profession because they wanted to teach a curriculum that affirms the identities of students of color.

Educators who began teaching after 2010 were the most likely to report choosing the profession because they see teaching as social justice, with male teachers of color more likely to report this than White male educators.

By recruiting and retaining today’s Black male educators, we can plant the seeds for the next generation of Black men joining the profession.

“I believe my race has inspired my teaching because my best teachers were the teachers that looked like me and could relate to me.”

Robert

Civics Teacher, florida

“I believe my race has inspired my teaching because my best teachers were the teachers that looked like me and could relate to me.”

Robert

7th Grade civics teacher, florida

Hear from the Experts

Watch as Dr. Travis J. Bristol, Sharif El-Mekki, John Legend, and educators discuss the findings of this survey and their implications for the profession.

Methodology

��һ�Թ�� worked with Sharif El-Mekki from the Center for Black Educator Development to launch the largest survey ever centering male teachers of color. We distributed the survey to ��һ�Թ�� educators of all demographics, and received 5,000 responses. To achieve representative findings, we ensured that 32% of respondents were male teachers of color. Participating teachers received $300 in ��һ�Թ�� funding credits as a thank-you for their time, backed by an anonymous funder.

We’re excited to continue analyzing these survey results to uncover more insights into the classroom experiences of other groups of teachers historically excluded from the field, and the ways we can best recruit and retain those educators.

Sharif El-Mekki

CEO, Center for Black Educator Development

Dr. Travis J. Bristol

Associate Professor, U.C. Berkeley

We’re grateful to the funders, peer organizations, advisers, and ��һ�Թ�� staff who made this research possible.

Yellow Chair Foundation
Center for Black Educator Development
Dr. Travis Bristol, Associate Professor, U.C. Berkeley
Profound Gentlemen

BMe
Real Men Teach
United Negro College Fund
National Association of Black Male Educators
John B. King Jr., Former U.S. Secretary of Education

David Banks, Incoming NYC Chancellor of Education
��һ�Թ�� staff:
Charles Best,
Kristina Joye Lyles,
Mohammad Radiyat,
Kimberly Brown,
Josh Rosenberg,
Devin Dillon

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unique Impact

unique Burdens

Insights into the Black Male Educator Experience

Why this matters

Black male educators report spending more time outside of class with students