2017/07/03 by Nathaniel Bryan, Toni Milton Williams · 36 citations
Psychology · Social Sciences · #Black male #Critical Race Theory in Education #Developmental psychology #Diversity (politics) #Early Childhood Education and Development #Early childhood #Early childhood education #Early childhood teacher #Gender studies #Pedagogy #Psychology #Sociology #Teacher Education and Leadership Studies
paper · doi:10.1080/10901027.2017.1346529
published in Journal of Early Childhood Teacher Education 38(3), 209-222 (Taylor & Francis)
openalex publication_date 2017/07/03 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Nationwide, school districts struggle to recruit and retain Black males to the teaching profession. As a result, the presence of Black male teachers is lacking in public schools, which impacts the overall student outcomes for all children, particularly Black boys. Such recruitment and retention becomes even worse at the early childhood level, which explains the paucity of Black male teachers who are early childhood educators. To date, only 2% of teachers are Black males, of which most are middle and high school teachers. Furthermore, the clarion call for Black males to become teachers does not often prioritize Black male teachers who are culturally relevant. In this article, we focus on educational research regarding the lack of diversity of teachers and among males in K-12 to provide recommendations to the field of early childhood education, with specific attention to recruiting and retaining culturally relevant Black male teachers in early childhood education.