Black Male Math Teachers

The guiding framework for the phenomenological study will be a conceptual framework in which a variety of conceptual and theoretical perspectives combine to address the problem and research questions. Fundamental concepts include, but are not limited to, thematic patterns of lived experiences by the participants which contributed to their success as Black male math teachers. There will be a focus on any patterns found with the recruitment, training, and retention of Black male math teachers. Nicholas (2014) determined that the lack of mentoring programs designed for the recruitment, training, and retention of Black male students create deficiencies of those teachers in the workforce. Black men who enter the classroom predominantly observe

Nicholas (2014) found that urban schools need to make a concerted effort to provide black male teachers with caring, spirited mentors who are cognizant of their importance and offer appropriate guidance. Vilson (2016) identified a meaningful and productive mentorship program held by the organization Today’s Students Tomorrow’s Teachers, as a successful program which encouraged more teachers of color to enter the teaching profession through an eight-year program which provided mentorship for high school students and scholarships for college tuition. Jarrett (2016) stated that professional development programs should work with black male teachers to address their social and cultural needs.

According to Goings and Bianco (2016), one factor contributing to Black males’ entry into the teaching process is the failure of the education system to prepare them for college adequately. Black men do not see themselves

Pabon (2016) identified Arnie Duncan’s programs and initiatives of recruiting and retaining black male teachers as missing the point. Pabon’s (2016) concern was that Duncan’s programs centered on the idea that black male teachers will cure AAM achievement gaps. Klopfenstein (2005) determined from a mathematical perspective that a shortage of black teacher role models served as one barrier to the academic progress of black math learners and that stakeholders should respond with recruitment, retention, and training. Lewis’s (2007) study, among one of the first to examine experiences of Black male teachers, attempted to discover and understand what motivated the participants of becoming teachers. Lewis’s findings concluded that Black male educators had a meaningful and purposeful social commitment to educating all youth and not just providing service as a role model for Black men (Pabon, 2016). Brown’s (2012) study on Black male teachers focused on the methods in which the teachers were placed and positioned within the school (Pabon, 2016). Findings in Brown’s (2012) study indicated that the participants believed that their placement centered on disciplining the