Black male teachers serve as vital, positive role models for our students. Their presence can have a profound impact, especially on kids from minority backgrounds. Studies show that when students see teachers who share their racial or ethnic identity, they tend to have higher self-esteem, better academic performance, and a stronger sense of belonging (Egalite & Kisida, 2017).
So why are there not more of us? Even after decades of nationwide successful recruiting programs such as Call Me Mister and Black Men Teach, less than 2 percent of our country’s K–12 teacher workforce is comprised of Black men (Taie & Lewis, 2022). At the same time, students of color now make up more than half of our public school population. Without proper representation, students risk feeling disconnected and unsupported in their educational journey.
As a Black man myself who moved into school administration, I face this dilemma head-on—trying to find, hire, and keep Black male teachers in the schools where I work. It has been easier to find these teachers at the secondary level, as many enjoy coaching the wide range of sports offered to older students. However, at the elementary level, the challenge is especially daunting.
And yet, having more Black men as teachers is vital to schools. They can make a huge impact during critical moments. Gregory and Roberts (2017) highlight the concept of cultural synchrony, where teachers and administrators work to understand and relate to students’ cultural contexts. This understanding is particularly important during vulnerable decision points, such as handling disciplinary actions. However, when leaders strictly ask Black teachers to handle discipline issues with Black students, teachers can feel isolated and devalued due to the perceived notion that it is only because I am of the same ethnicity. Minority teachers are more than disciplinarians; they help create fairer and more supportive environments that benefit all students (Villegas & Irvine, 2010). So, the critical question becomes, How do we keep them?
Rebuild Lost Pathways
To understand the current problem of retaining Black educators, we must consider historical context. The legacy of the 1954 Brown v. Board court decision remains complex. While it dismantled legalized segregation, it also disproportionately displaced Black educators who had long been the core of their communities. Before the ruling, Black teachers and administrators played a critical role in educating Black students in segregated schools. By 1950, half of all Black professionals in the U.S. worked as teachers, many holding advanced degrees from Historically Black Colleges and Universities (Cole, 1986). These educators provided not only academic instruction but also mentorship and community leadership.
In many cases, Black male teachers feel isolated, unappreciated, and subject to stereotypes that disregard their true strengths.
The dismantling of legalized segregation broke down leadership pipelines for future Black teachers. Historically, Black principals had an essential role advocating for Black educators and ensuring they had opportunities to grow and thrive in their profession. However, as Black principals were removed from leadership positions, the ability to recruit and protect Black teachers diminished as well. This continues today.
The challenge now is to rebuild those lost pathways and ensure that students of color have access to educators who reflect their backgrounds and experiences. Addressing this issue requires not only recruiting more Black teachers, but also protecting and supporting them throughout their careers. The conversation around education reform should acknowledge this history and work toward solutions that rectify the inequalities left in its wake.
Rebuild the Pipeline
In my own research and in my role as an assistant principal, I have found three significant ways school leaders can empower and support Black male educators to stay in education and grow as professionals: (1) improve working conditions that leave them feeling undervalued and isolated, (2) value their expertise and offer mentoring and professional development opportunities, and (3) promote and honor representation of diverse educators at all levels.
1. Improve working conditions.
Despite their dedication, Black male teachers face significant hurdles in the profession. Poor working conditions often leave them feeling undervalued and isolated (Griffin & Tackie, 2016).
First, low salaries and financial constraints lead many teachers to consider leaving the profession or becoming administrators for better pay. In my dissertation, for example, the Black educators I interviewed said that financial challenges would definitely be a contributing factor to them leaving teaching (Mavity, 2025). While financial incentives and salary increases have helped with retention, these efforts need to align with teachers’ lives and career goals—and be accompanied by a sense of belonging and the opportunity to contribute meaningfully to school culture (Shore et al., 2021).
This sense of belonging can be key to retaining Black male educators—and a major way to lose them if it’s lacking. Negative interactions with colleagues and administrators, including microaggressions, can contribute to feelings of frustration and alienation. For example, Black male educators may feel a sense of inferiority compared to their white counterparts when they are more qualified and passed over for a leadership opportunity or when they are discussing student needs and their ideas are not considered or taken seriously by colleagues.
Additionally, if a teacher is the only Black man on staff, he can feel isolated and may be perceived as different culturally, which can lead to stereotypes and prejudgment by white counterparts. These challenges are often not the result of intentional harm, but rather a lack of awareness about how race and power dynamics can shape workplace interactions. Navigating these systemic challenges is not easy, but leaders must increase their support for Black educators if they want to keep them in schools.
One way leaders can improve working conditions to support Black male educators is by ensuring a supportive work environment. Leaders can help build collegial bonds by encouraging a safe and unbiased workplace. Additionally, leaders can empower staff to establish professional networks not only within the school building but also beyond it. As a leader, I have ensured my Black male teachers have opportunities to attend conferences to explore professional networking opportunities. They have shared with me that the experience helped them grow as professionals and as people, which inspired them to stay in the classroom longer. Leaders must understand the career goals of their teachers and support their professional growth, because when teachers feel they have the backing of their administrators and colleagues, they are more likely to stay.
2. Value educators’ expertise.
As noted earlier, many Black male teachers are expected to assume the role of disciplinarians for Black male students, which can overshadow their instructional expertise. While some duties are part of the job for any teacher, the added pressure of being expected to act as disciplinarians for Black male students can be a source of frustration for Black teachers. It puts Black educators in a box, reinforcing the harmful idea that they are the only ones equipped to handle Black students’ behavior. At its core, this assumption functions as a racial microaggression for both the teacher and the student, whether it is intended to or not. The resulting stress can detract from job satisfaction and contribute to turnover (Bristol & Goings, 2019; Mavity, 2025).
If a teacher wants to step outside the box to serve students’ best interests, they should feel supported in doing so.
Reducing their jobs to disciplinarians is also a missed opportunity to develop Black male educators’ strengths and growth. School leaders instead need to ensure teachers have opportunities to contribute to schoolwide decisions, shape professional development, and make decisions about curriculum materials. These types of opportunities can make a tremendous difference toward feeling valued (Bristol, 2020; Simon & Johnson, 2015).
As an education leader, I have focused my efforts on building a strong staff culture. In some situations, I’ve seen Black men on my staff feel isolated and unappreciated despite their valuable work. These experiences have encouraged me to create safe spaces for staff to learn from each other, especially by sharing their backgrounds and what helps them feel connected in the workplace. I have learned to personalize my approach to staff by getting to know them as individuals and understanding their goals and aspirations, both professionally and personally. I strive to ensure all voices are heard and valued when it comes to making decisions about students and what is best for their future.
3. Promote representation at all levels.
Many Black male educators are driven by a sense of purpose. They recall their own experiences in school, and they are committed to making a difference in the lives of their students. Their dedication to helping underserved communities and fostering positive change keeps them motivated, even in the face of adversity (Hopper, 2023; Mavity, 2025).
School leaders need to honor this sense of purpose and provide opportunities for Black teachers to build relationships with students and be positive role models. Many Black male educators believe their presence and commitment to teaching underserved populations make tangible and lasting differences in the young lives they serve—and research backs this up.
Leaders can offer opportunities for teachers to be role models by encouraging them to be creative and innovative. If a teacher wants to step outside the box to serve students’ best interests, they should feel supported in doing so. In my own experience, I have tried to empower staff to establish professional connections outside the school setting, inviting community members to come in and speak to students about careers and life skills. Leaders must remember: It’s about people over process. Without excellent people, no organization can be truly excellent.
Representing the Future
Keeping Black men in the profession is not merely about increasing salaries, but involves creating supportive, inclusive environments in which they feel valued and respected while being provided with opportunities for autonomy, growth, and representation. These elements, taken together, may ensure Black male teachers will continue to impact their schools and communities, particularly with our younger students, for generations to come.
Reflect & Discuss
Can you think of cases in your school or district where Black male teachers are pigeonholed into the role of disciplinarian? Why do you think this happens and how could it be addressed?
What steps could you take to ensure that all teachers have a sense of belonging and feel valued for their knowledge and expertise?
