Effectively Working with African American Male Teacher Candidates

Background: The School of Education at Southern University and A&M College joined with the State Higher Education Executive Officer’s Association (SHEEO), to provide opportunities for minority males interested in becoming teachers to participate in the Project Pipeline Repair: Restoring Minority Male Participation and Persistence in Educator Preparation Program. The purpose of this report is to provide results of key strategies utilized in effectively recruiting, retaining and placing minority males on trajectory for graduation from the teacher preparation program. The report will examine the minority male participants experiences in the Project Pipeline Repair Program from high school through their first year of college.

The mission of Southern University and A&M College, an Historically Black, 1890 land-grant institution, in Baton Rouge, Louisiana, is to provide a student-focused teaching and learning environment that creates global leadership opportunities for a diverse student population where teaching, research, service, scholarly and creative expectations for students and faculty are achieved through the bachelor’s, master’s, and doctoral programs offered at the institution via different instructional modalities and via public service.

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Key Sections:
Introduction: Is there a critical shortage of minority male teachers in the state of Louisiana, and nationally?
1. What are the best recruitment strategies to recruit African American males to the teacher education programs?
2. What are the challenges and solutions for preparing African American male teacher candidates to take national exams certification examinations?
3. How important is mentoring and character building for African American Male Teacher Candidates?
4. How does community partners assist with preparing African American Male Teacher Candidates?

Key References:
Cherng, H. Y. S., & Halpin, P. F. (2016). The importance of minority teachers: Student perceptions of minority versus White teachers. Educational Researcher, 45(7), 407-420.

Hanford, E. (2017). Why are there so few Black male teachers. APM Reports. Retrieved from, https://www.apmreports.org/story/2017/08/28/why-so-few-black-male-teachers

Ingersoll, R., & May, H. (2011). Recruitment, retention and the minority teacher shortage.

Ingersoll, R. M., & May, H. (2011). The minority teacher shortage: Fact or fable?. Phi Delta Kappan, 93(1), 62-65.

Sentell, Will. ( 2019, Oct. 20) Louisiana’s Biggest Teacher Shortage? Black Men are a Rarity in Public Schools: Retrieved from, https://www.theadvocate.com/baton_rouge/news/education/article_d2782fe6-f0f4-11e9-8b81-47c21df2ba8d.html
Toldson, I. A. & Pearson, D. (2019). Strategic Priorities for Historically Black Colleges and Universities with Teacher Preparation Programs. Boulder, CO: State Higher Education Executive Officers Association
Underwood, K. (2019, Aug. 28) Why American Needs More Black Male Teachers: Retrieved from, https://www.edsurge.com/news/2019-08-28-why-america-needs-more-black-male-teachers

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