Deconstructing the Challenges Black Male Preservice Teachers Encounter in Rural Schools

ABSTRACT

Nationally, school districts and postsecondary institutions are developing and implementing a variety of initiatives to close the teacher diversity gap. Unfortunately, only 20% of teachers are from ethnic and racial backgrounds, yet schools educate majority-minority populations. More troubling, less than 2% of teachers are Black males. Overall, Black male preservice teachers encounter misconceptions and stereotypes, which impact their student teaching experience. Further, national leaders have neglected to address the education concerns of rural Black communities, where students disproportionately attend segregated schools. For this reason, this review of extant literature will explore the following: (a) how economic trends in rural communities are impacting the recruitment of Black male preservice candidates; (b) the challenges Black male preservice teachers encounter in rural schools; and (c) steps teacher education programs can take to support Black male rural preservice teachers. The article includes recommendations for teacher education programs and school leaders.

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Larry J. Walker

Dr. Larry J. Walker is an Assistant Professor in the Department of Educational Leadership and Higher Education at the University of Central Florida. His research focuses on race, leadership, and policy with an emphasis on PreK-12, higher education, federal and state government. Dr. Walker has nearly a decade of experience working in urban, rural, suburban school districts. In addition, he served as the Legislative Director for former Congressman Major R. Owens and a Congressional Fellow with the Congressional Black Caucus Foundation. He has authored/coauthored nearly thirty journal, articles, book chapters, and co-edited books.