Educational leaders and stakeholders frequently call for the recruitment of more Black men in the teaching profession to improve the self-esteem and academic performance of Black students, especially Black boys, who may lack adult male role models in their homes and communities. This volume brings critical Black masculinity studies to bear on scholarly and popular discourses on Black male teachers in the United States, where well-intentioned but narrow beliefs create significant dilemmas for Black male teachers.
This volume follows eleven Black male teachers from an urban, predominantly Black school district to reveal a complex set of identity politics and power dynamics that complicate these teachers' relationships with students and fellow educators. It provides new and important insights into what it means to be a Black male teacher and suggests strategies for school districts, teacher preparation programs, researchers and other stakeholders to rethink why and how we recruit and train Black male teachers for urban K-12 classrooms
