Abstract
This case study explores the experiences of three Black male teachers who graduated from the University of Cincinnati (UC) middle childhood teacher preparation program between 2013 and 2022. While the UC School of Education strives to serve an urban mission, during this period, fewer than 2 % of teacher candidates in the middle childhood program identified as Black men. Interviews were conducted with each teacher to determine what attracted these teachers to the profession, what barriers they faced in obtaining their degree, how were they supported in the program, and what supports would have made the program more positive for them. Narratives provided by the teachers and mediated by the researchers provide both counterstories to dominant narratives about Black male teachers, and insights for supporting and systematizing the recruitment, retention, and graduation of Black male teachers to the UC BIPOC Teacher Pathway. Findings may also be useful for other teacher education programs with similar aims.
Interview protocol
Tell me about yourself (Probe for family, community, school).
If interviewee mentions Black maleness probe: How did Black maleness relate to your schooling?
If interviewee does not mention Black maleness probe: One aspect of your identity is being a Black male. How did Black maleness relate to your schooling?
Why did you choose teaching as a profession teaching?
How did being a Black male enter into your decision?
Why did you choose to attend UC?
Why did you choose to major in middle childhood education?
What are your content areas and why did you choose these?
How were you supported in the middle childhood program?
What barriers did you face in obtaining a degree?
What additional supports would have made the program more positive for you?
What should universities do to attract and support Black male teacher education students?
What advice do you have for future Black males who enter the UC middle childhood program?
Would you like to share any final thoughts about anything we talked about?
Do you have any questions for me?
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© 2024 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: learning as the central tool of multicultural advancements
- Research Articles
- Towards a theory of representative bureaucracy in schooling
- Diversifying the educator workforce: promising aspects of teacher preparation programs
- A collaborative model to restore racial diversity in the teaching profession
- Recruiting and retaining BIPOC teachers: project HEART
- Recruitment of students of color into the teaching profession: analysis of the “Like Me” program
- Addressing the BIPOC teacher shortage: voices of Black male teachers
- Diversification of the educator workforce: toward communities of practice and integrated networks of care
- Diversifying the educator workforce: a conversation with Eric Duncan, The Education Trust
Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: learning as the central tool of multicultural advancements
- Research Articles
- Towards a theory of representative bureaucracy in schooling
- Diversifying the educator workforce: promising aspects of teacher preparation programs
- A collaborative model to restore racial diversity in the teaching profession
- Recruiting and retaining BIPOC teachers: project HEART
- Recruitment of students of color into the teaching profession: analysis of the “Like Me” program
- Addressing the BIPOC teacher shortage: voices of Black male teachers
- Diversification of the educator workforce: toward communities of practice and integrated networks of care
- Diversifying the educator workforce: a conversation with Eric Duncan, The Education Trust