Abstract
Researchers for several years have investigated effective ways to increase the recruitment and retention rates of minority educators, specifically black-and-brown men. Without question, schools need this teaching population, particularly in urban public-school settings. Scholars assert that minority learners’ educational outcomes improve when they engage and interact with men of color (Burchinal, McCartney, Steinberg, Crosnoe, Friedman, McLoyd, & Pianta, 2011). Also, every student benefit from having more diversity in the classroom (Delpit, 2011; Foster, 2018). Researchers have indicated several effective ways to successfully recruit and transition these students from teaching programs into schoolhouses. Through qualitative and ethnographic data collection, scholars assert that effective intervention strategies and relational social and cultural connective approaches improve these teaching students’ chances of becoming effective classroom practitioners. The genre-literature review captures the importance of Grow Your Own and its partners, such as Northeastern Illinois, the University of Illinois at the Chicago Campus (UIC), and Chicago State University. The injection of responsive measures and approaches into their teaching programs will continue to advance men of color students’ pre-professional outcomes entering and succeeding in the teaching profession.
Highlights
Researchers for several years have investigated effective ways to increase the recruitment and retention rates of minority educators, black-and-brown men
Researchers note how HBCU offers African American students a unique experience of a shared history that provides an environment of support and high expectations for academic success (Wallace & Gagen, 2020; Gashman & Arroyo, 2014)
Research conducted by Signh (2018) discussed the importance of African American male students providing a steady flow of positive images supplied by the men of color within their classrooms and communities
Summary
Diffusing these discursive racialized and gender archetypes remains vital to shift how schools view black-and-brown men, when they employ them. Without critiquing and redirecting how school systems view this teaching population, fewer educators will stick around beyond 5-years (Singh, 2019; Woodson & Bristol, 2020). This means schools must build capacity with this population, which will counter racial discursive formations. Mentoring-based initiatives that start as early as high school with financial incentives would restore how black and brown men perceive education and retain employment Pushing this population through teacher programs is not enough to ensure they will impact the students they will encounter nor the profession they decided to become employed. Grow Your Own should collaborate with its college of education associates and build connections and capacity with school districts that believe in these same mission statements to nurture, affirm, and recognize the necessity of this population existing in schoolhouses
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