Applying an Anti-Deficit Based Framework to Aid in the Cultivation of Interest and Entry into Education, Retention, and Career Advancement of Black Male Educators

Abstract

Currently, Black men make up a mere two percent of America’s teacher workforce and has the highest turnover rate across race, ethnicity, and gender lines (Ingersoll and May, 2011). In order to investigate the factors that inform this staggering statistic that plagues our education system, the purpose of this study is to further understand the personal and professional journey of Black male educators. This report seeks to understand how the cultivation of interest and entry into the field of education occurs, the factors that lead to retention of Black male educators, and what aids in their advancement into education leadership roles. Partnering with Profound Gentlemen, an organization whose mission is to build a community of male educators of color who provide a profound additional impact on boys of color, this study illuminates the important role that Black male educators play in the lives of Black students. The first finding reveals that for Black male educators, exposure to other Black male educators during their K-12 schooling experience influenced their decision to become educators. The second finding shows that organizations like Profound Gentlemen help retain Black male educators in the field because of the socioemotional support and sense of belonging that is experienced through its programming and resources. The final finding shows that the opportunity to build relationships, enhance human capital, and seek advice through networking, contribute to the career advancement of Black male educators.