Boosting the number of male teachers of color

Colleges and universities play a vital role in K-12 education by inspiring, instructing, and certifying the future teachers and leaders of the nation’s schools. As the demographic composition of K-12 public school children continues to reflect the nation’s growing racially diverse population, examining the important role that minority-serving institutions play in producing future minority teachers becomes an increasing national imperative. According to Secretary of Education Arne Duncan:

Given the relative paucity of men of color in the teaching profession and the particular needs of boys of color in schools, it is imperative that we work to create opportunities that can speak to their particular needs.  According to the Department of Education and the Coalition of Educating Boys of Color, boys and men of color are disproportionately at risk.  In addition to significant disparities in standardized tests scores, boys of color are disproportionately placed in special education programs, are more likely to receive harsher disciplinary measures than white males — which include suspensions, expulsions, and transfers to alternative educational settings. Currently, just over half of Hispanic, African-American, and Native American male students who begin high school will graduate.

And even for those boys who do graduate high school, counseling services that would guide them to higher education are economically sparse, understaffed, and undeveloped. This leads to large disparities in preparation for boys and young men of color at all levels.  For example, a disproportionate number of black and Latino men are unemployed or in the criminal justice system. These factors contribute to the undermining of families and local communities and waste enormous human potential and much needed public resources. Finally, as a result of these circumstances, men of color are more likely to be the victims of violent crimes and limited job prospects.