The Case of a Black Male Mathematics Teacher Teaching in a Unique Urban Context: Implications for Recruiting Black Male Mathematics Teachers

Davis, Julius; Frank, Toya Jones; Clark, Lawrence M.

doi:10.1108/s2051-2317(2013)0000001010

Cited by 10 publications

(20 citation statements)

References 15 publications

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“…The burgeoning literature on Black male educators suggests that Black men become teachers to be agents of change within the educational and social conditions Black students-particularly Black boysencounter in schools (Brown, 2009;Davis, Jones, & Clark, 2013;Foster, 1997;Lewis, 2006;Lynn, 2002Lynn, , 2006Tafari, 2013). Although not well documented in the research literature, Black male educators use a variety of approaches to working with their students.…”

Section: Literature Reviewmentioning

confidence: 97%

“…Some Black male educators have a commitment to working specifically with, and are compassionate about, Black children and utilize critical race pedagogy; in practice, this means they contextualize content for students and pay close attention to the ways in Downloaded by [University of Massachusetts, Amherst] at 08:24 05 June 2016 which the content is applicable to their students' lives (Lynn & Jennings, 2009). Others focus on culturally relevant pedagogy, performance strategies unique to working with Black male students, or focus on the use of connecting their understandings of students' lives to implement mandated curricula (Brown, 2009;Davis et al, 2013;Lynn, 2006;Lynn & Jennings, 2009). Scholarship suggests that the pedagogies Black male teachers employ are based on their decision to teach, are guided by their beliefs around Black male students' academic and social needs, and the fact that they see themselves in their students (Brown, 2009;Foster, 1997;Lynn, 2002Lynn, , 2006Milner, 2008;Tafari, 2013).…”

Section: Literature Reviewmentioning

confidence: 98%

See 1 more Smart Citation

“I Do This for All of the Reasons America Doesn't Want Me To”: The Organic Pedagogies of Black Male Instructors

Ross

Nasir

Givens

et al. 2016

Equity & Excellence in Education

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Section: Literature Reviewmentioning

confidence: 97%

Section: Literature Reviewmentioning

confidence: 98%

“I Do This for All of the Reasons America Doesn't Want Me To”: The Organic Pedagogies of Black Male Instructors

Ross

Nasir

Givens

et al. 2016

Equity & Excellence in Education

View full text Add to dashboard Cite

“…These programs, some of which allow participants to teach while completing the requirements, were implemented in the early 1980s to attract a fresh pool of prospective teacher candidates holding a bachelor’s degree and seeking entry into the teaching profession without having to navigate through four-year, traditional teacher preparation programs (US Department of Education, 2015). This collection of teachers often serves in hard-to-staff schools or teach high-need subject areas, such as mathematics and the sciences (Davis et al , 2013; US Department of Education, 2015). For example, through the Departments of Defense and Education, Troops to Teachers provides funding to members of the armed forces who wish to start a teaching career following military service.…”

Section: Alternative Routes To Certificationmentioning

confidence: 99%

Exploring the career trajectories of Black male educators in p-12 education

Underwood

Taylor

Smith

et al. 2020

JME

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Purpose This paper aims to provide a critical examination of the career trajectories of Black male educators through the discussion of key issues relevant to the professional development and advancement of this population. Design/methodology/approach The authors approach this paper through the examination of literature related to Black male educators. The authors seek to provide insight into the status of Black male educators through a critical focus of scholarship in the three critical areas of Black male educator recruitment, retention and mobility. Findings This examination supports the need to generate sustainable initiatives to diversify our nation’s classrooms and create additional opportunities for Black male representation in school leadership positions. Effectively dismantling the entrenched hurdles many encounter within their teaching careers requires a concerted commitment by advocates, policymakers and school administrators at all levels. Additionally, there is a continued need for stakeholders to keep the diversification of P-12 schools as a key priority in current education reform strategies. Social implications This paper serves as an impetus to highlight the continued need for further exploration and consequential action to increase the numbers of Black males in the teaching profession. Originality/value This paper adds to the literature surrounding Black male educators by providing a holistic view of their career trajectories of Black male educators and shedding light on the need for ongoing efforts to diversify the P-12 teaching workforce.

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“…In U.S. public schools, a stark reality is that the teaching workforce is predominantly White and female (Davis, Frank, & Clark, 2013;Goings, 2015;U.S. Department of Education, 2016).…”

Section: Entry Points Of the Stpp And The Dilemma For School Leadersmentioning

confidence: 99%

Using Double Consciousness as an Analytic Tool to Discuss the Decision Making of Black School Leaders in Disrupting the School-to-Prison Pipeline

Goings

Alexander

Davis

et al. 2018

taboo

Self Cite

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Given that Black students are more likely to be suspended from school than their White counterparts, researchers, educators, policymakers, activists, and parents have forced national attention onto the need to disrupt the school-to-prison pipeline (STPP). A perspective that needs to be further explored is that of district and school leaders who have the challenge of making leadership decisions that influence the STPP. In this article, we take the position that district and school leaders must be provided tangible solutions to dismantle the STPP for Black students. Thus, we use Du Bois' (1903) notion of double consciousness as a conceptual lens to examine the STPP and the dilemma Black school leaders face in dealing with disciplinary infractions. We then present a case from the second author's experience as a

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The Case of a Black Male Mathematics Teacher Teaching in a Unique Urban Context: Implications for Recruiting Black Male Mathematics Teachers

Cited by 10 publications

References 15 publications

“I Do This for All of the Reasons America Doesn't Want Me To”: The Organic Pedagogies of Black Male Instructors

“I Do This for All of the Reasons America Doesn't Want Me To”: The Organic Pedagogies of Black Male Instructors

Exploring the career trajectories of Black male educators in p-12 education

Using Double Consciousness as an Analytic Tool to Discuss the Decision Making of Black School Leaders in Disrupting the School-to-Prison Pipeline

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