The salience of Black mentors on the teaching praxis of Latino male teachers

ABSTRACT

Despite the growing population of Latino students, little has been done to recognize the potential cultural assets and resilience that Latino communities and Latino teachers can bring to the educational environment. Using Critical Race Theory, in this article, each participant shares their experiences with their Black mentors. This article shares the ways in which Black teachers continue to exemplify Black teaching excellence now with a group that isn’t Black.

KEYWORDS:

• Latino male teachers excellence
• critical race theory
• mentorship
• exemplary black teacher

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. The names of the participants and the mentors are pseudonyms. The location of the participants schools’ sites and hometowns are geographical locations. They are not actual cities or the names of schools.

2. I am using pseudonyms for the mentors in the study.

3. In the context of CRT what is being illustrated in Javier’s narrative is that Mrs. H taught him unknowing how to cross epistemological boundaries as a way to make very different concept understandable this giving both of their students the language of power (Delpit 1996). In the research on Black male teachers, Lynn (2006b) also illustrated how Black teachers illustrated the same boundary crossing.