{"id":2754,"date":"2022-12-07T12:23:02","date_gmt":"2022-12-07T17:23:02","guid":{"rendered":"https:\/\/nnpa.org\/education\/?p=2754"},"modified":"2023-05-29T13:42:28","modified_gmt":"2023-05-29T17:42:28","slug":"building-a-black-male-pipeline-into-public-education","status":"publish","type":"post","link":"https:\/\/nnpa.org\/education\/2022\/12\/07\/building-a-black-male-pipeline-into-public-education\/","title":{"rendered":"Building a Black Male Pipeline into Public Education"},"content":{"rendered":"

By Aziah Siid | Word In Black<\/p>\n

(WIB) \u2013 South Side of Chicago-native Abdul Wright, grew up the oldest of several siblings. His family moved through low-income housing \u2014 at one point they found themselves in a homeless shelter.<\/p>\n

But Wright, who was named 2016 Minnesota Teacher of the Year, is a prime example of how an excellent education positively changes the outcome of a Black man\u2019s life in America.<\/p>\n

\u201cI have students who I see in newspapers that get killed. I have young people who don\u2019t know what they\u2019re about to do for the next week of their life,\u201d Wright said. \u201cIts triggering for me because it reminds me of my childhood, and I can\u2019t save them.\u201d<\/p>\n

He was one of nearly 900 Black male educators gathered in Philadelphia for the fifth annual\u00a0Black Men Educators Convening<\/a>, which was sponsored by the Center for Black Educator Development, a national nonprofit founded by veteran Philadelphia educator Sharif El-Mekki.<\/p>\n

Since 2019, the organization\u2019s worked to, as its website says, boost \u201cthe number of Black educators so that low-income Black and other disenfranchised students can reap the full benefits of a quality public education.\u201d<\/p>\n

\u201cInnovation,\u201d \u201cbrotherhood,\u201d and \u201cBlack excellence\u201d were some of the words used by Wright, and other panelists and attendees \u2014\u00a0teachers, executives, education advocates, and others \u2014 as they discussed the importance of building intergenerational relationships, the unsung sacrifices educators make, and how to ensure the next generation of Black boys want to become teachers.<\/p>\n

But from a lack of classroom resources to\u00a0poor working conditions and racism on the job, there are\u00a0<\/a>significant barriers to ensuring Black people join the profession and stay in the classroom.<\/p>\n

Increasing and Retaining Black Men in Education<\/h2>\n

\u201cI think to some extent the work of retaining Black male educators has to begin with the fact that we have gotten Black male educators,\u201d Dr. William M. Hayes, the CEO of Boys\u2019 Latin Philadelphia, a nearly 900-student charter school in Philadelphia, tells Word in Black. \u201cI think we have to acknowledge we actually did the work of getting them.\u201d<\/p>\n

\u201cEqually important, we should inspire the young to have a love for learning and a love of self.\u201d\u00a0TONY WATLINGTON, DISTRICT OF PHILADELPHIA SUPERINTENDENT<\/p>\n

Hayes says when addressing Black male teacher retention, the conversation must include the percentage of Black men that graduate college, and\u00a0do<\/em>\u00a0choose to go into education, making education among the top five careers of Black men.<\/p>\n

Dr. Dariel T. Henry, co-founder and recruiter for Region Diverse Educator Program, tells Word In Black there are millions of jobs in the education industry that Black people could be a part of \u2014 and recruiting is one of the ways to bring Black men into the field.<\/p>\n

\u201cI want to help increase that teacher pipeline,\u201d Henry says. \u201cOne of the biggest non-encouragers of students going into education are current educators. If you want students to go into education you need to tell them about the positive parts of it, there\u2019s struggles in all industries.\u201d<\/p>\n

And part of recruitment involves calling on and connecting with our history and ancestors.<\/p>\n

\u201cYou Will Be Someone\u2019s Ancestor, Act Accordingly\u201d<\/h2>\n

The need to implement ancestral teachings as a means of attracting and keeping Black educators grounded the conference, beginning with the words of Grammy-nominated Poet, Amir Sulaiman.<\/p>\n

\u201cWhen those weapons are inevitably formed against them, your granddaughter can whisper through gritted teeth, I am the granddaughter of so and so,\u201d Sulaiman said. \u201cYou will be someone\u2019s ancestor, act accordingly.\u201d<\/p>\n

\u201cI\u2019m extremely grateful for all my Black male educators.\u201dFOLLY KOUVEI, BLACK TEACHER PIPELINE FELLOW<\/p>\n

In addition, Dr. Greg Carr, chair of Afro-American studies at Howard University, spoke on the importance of educators connecting Black ancestral history to their instruction. Doing so, Carr explained, helps build intergenerational connections with those that came before them and will come after them.<\/p>\n

Making those deep-rooted connections will better equip teachers to effectively instruct students in a way that intrigues them \u2014 and when they see themselves reflected, they are more likely to want to pass knowledge on to others by becoming teachers.<\/p>\n

\u201cI think there\u2019s a much richer, deeper, and more historical context that we need to explicitly teach our children in the curriculum,\u201d District of Philadelphia Superintendent Tony Watlington says. \u201cEqually important, we should inspire the young to have a love for learning and a love of self.\u201d<\/p>\n

Building a Black Male Teacher Pipeline<\/h2>\n

Part of the work of the Center for Black Educator Development, is running the Black Teacher Pipeline, an initiative that helps build interest in the teaching profession and support high school and college students who choose to make education their career. At the conference, four fellows \u2014 Tamir Harper, Imere Williams, Horace Ryans, and Folly Kouvei \u2014 addressed building intergenerational connections through mentorship.<\/p>\n

Kouvei, a junior at Howard University, was fortunate to have five Black male educators through his K-12 learning experience. He says their leadership created a lasting impact on why he chose to be in education.<\/p>\n

In addition, instead of being seen through a negative light, Kouvei says his Black male teachers \u201cviewed, they saw, and taught me as a human.\u201d<\/p>\n

Not just the progress that\u2019s been made, but in some cases \u2014 a lot of cases \u2014 the harm that was done by weaponizing those expectations.SANDRA ALBERTI, DIRECTOR OF STRATEGIC PARTNERSHIPS AT STUDENT ACHIEVEMENT PARTNERS<\/p><\/blockquote>\n

\u201cI\u2019m extremely grateful for all my Black male educators,\u201d Kouvei says.<\/p>\n

Along with embracing mentorship, translating knowledge and experience in a way that enables younger generations to grasp is also crucial.<\/p>\n

\u201cAs a millennial, and an older millennial at that, who was brought up under a generation above me, it\u2019s a translation,\u201d Hayes says. He explained that he looks at mentorship from multiple angles and said educators need to be able to \u201ctranslate what was valuable and drew you into education,\u201d because \u201cit\u2019s not going to be the same.\u201d<\/p>\n

The Responsibility of Policymakers<\/h2>\n

Sandra Alberti, director of strategic partnerships at Student Achievement Partners, a non-profit focused on challenging K-12 standards in classrooms, tells Word In Black although she\u2019s always been a champion of equitable education and the Common Core State Standards, over the last three years, she\u2019s reflected on what that fight should look like and what role the rigid standardization of learning has played in discouraging Black children from seeing themselves as teachers.<\/p>\n

It\u2019s \u201cnot just the progress that\u2019s been made, but in some cases \u2014 a lot of cases \u2014 the harm that was done by weaponizing those expectations,\u201d Alberti says.<\/p>\n

Alberti, who is white, was transparent about the \u201cwhite saviorism\u201d subconsciously projected by many organizations \u2014 like hers.<\/p>\n

She says they\u2019ve begun exploring a new design model that encompasses conversations with the people who\u2019d be directly impacted, which is one way they are understanding the needs of kids from the beginning.<\/p>\n

In addition, there\u2019s a responsibility to show up in spaces with other reform organizations to encourage them to shift toward\u00a0 truly understanding the academic and personal needs of students of color.<\/p>\n

\u201cIt needs to not be a choice. It needs to be how we define if we\u2019re doing a good job or not,\u201d Alberti says.<\/p>\n

As Superintendent Waltington says, \u201cwe should be inviting and motivating students to dream big, to understand themselves first. We should not be doing kill and drill just to complete test scores.\u201d<\/p>\n

This article originally appeared in <\/em>the Sacramento Observer<\/em><\/a>.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

SACRAMENTO OBSERVER \u2014 \u201cInnovation,\u201d \u201cbrotherhood,\u201d and \u201cBlack excellence\u201d were some of the words used by Wright, and other panelists and attendees \u2014 teachers, executives, education advocates, and others \u2014 as they discussed the importance of building intergenerational relationships, the unsung sacrifices educators make, and how to ensure the next generation of Black boys want to become teachers.<\/p>\n","protected":false},"author":1,"featured_media":2755,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[24,1415,25,1473,1419,4987,26,1362,1772,27,1491,31,576,1519,6724,36,1832,39,203,3651,2581,1102],"tags":[5947,5383,270,5946,79,5945,2913,1373,5944,5943,2278],"class_list":["post-2754","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-nnpanewswire","category-advocacy","category-california","category-charter-schools","category-children","category-college-and-careers","category-commentary","category-community","category-diversity","category-education","category-equity","category-featured","category-k-12-education","category-k-12-public-schools","category-minnesota","category-national","category-news","category-nnpa","category-nnpa-newswire","category-pathways","category-sacramento-observer","category-teachers","tag-white-saviorism","tag-black-male-educators","tag-center-for-black-educator-development","tag-common-core-state-standards","tag-featured","tag-k-12-standards-in-classrooms","tag-policymakers","tag-sacramento-observer","tag-sandra-alberti","tag-student-achievement-partners","tag-word-in-black"],"yoast_head":"\nBuilding 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