Local Research Publications
This study examines the experiences of 27 Black male teachers, focusing on how they are often positioned as disciplinarians rather than educators. Using phenomenology and drawing from theories like Shedd's Universal Carceral Apparatus, the study reveals that these teachers counter stereotypical expectations by supporting students' social and emotional development, which influences classroom behavior management. This research highlights the need for a deeper understanding of the roles of Black male teachers beyond disciplinary functions in educational settings. Read more.
This study reports on the Black Male Teacher Environment Survey (BMTES) administered to 86 Black male teachers, revealing varied school experiences based on the number of Black male colleagues. Teachers in "Loner" environments (with only one Black male teacher) reported more challenges, including a stronger desire to leave and perceptions of racial bias, compared to those in "Grouper" environments (four or more Black male teachers). This distinction highlights the impact of workplace diversity on the experiences of Black male teachers. Read more.
This study explores the unique experiences of Frank, a Black male refugee and health education major at an HBCU, focusing on his transition to the U.S., college life, and student teaching. Despite the nurturing HBCU environment, Frank encountered ethnocentric bias from U.S.-born Black students. His accent, however, became an asset in student teaching, demonstrating the diversity of challenges and strengths among Black male pre-service teachers. The study argues for tailored support, emphasizing that Black male teachers should not be viewed as a monolithic group. Read more.
Growing our own: Reflections on developing a pipeline for male educators of color.
This special issue explores the unique social identities of male teachers of color, focusing on intersections of race, gender, and profession. It examines relationships with colleagues, gendered identity, and role model expectations, addressing critical questions about racial and ethnic diversity in education. The articles provide insights and implications for educators, administrators, and policymakers to better support male teachers of color. Read more.
Who is here to help me?: The work-related social networks of teachers of color.
The study by Bristol and Shirrell (2019) investigates the work-related social networks of teachers of color, exploring how these networks support their roles and contribute to their professional experiences. It highlights the relationships and resources teachers of color access within their schools, examining the impact of network dynamics on their work and retention. The research offers insights into the support systems that can aid teachers of color, emphasizing the role of workplace relationships in addressing educational inequities. Read more.
Bristol and Goings (2019) examine the "boundary heightening" experiences of Black male teachers, referring to moments where these teachers feel heightened awareness of their distinctiveness within school settings. The study provides insights into the challenges and resilience of Black male educators, highlighting implications for teacher education programs to better support and prepare teachers of color. The authors suggest strategies for fostering more inclusive environments and addressing the unique pressures Black male teachers face in predominantly non-Black educational spaces. Read more.
Travis J. Bristol and Joy Esboldt’s study investigates the challenges and supports teachers face in an urban Latinx-majority school while pursuing National Board Certification. Through ethnographic research, they find that school and district-level factors—particularly the mismatch between district teaching methods focused on Direct Instruction and the standards of the National Board—limit teachers' ability to achieve certification. This work highlights the organizational barriers that affect certification access for teachers in underrepresented communities. Read more.
This study examines the impact of an affinity group within an alternative certification program for 20 Black male preservice teachers. Findings indicate that the group fostered open communication, solidarity, and collaborative problem-solving, equipping participants with self-advocacy skills to reach their personal and professional objectives. The study highlights the importance of supportive spaces for Black male teachers in training and suggests implications for future research, policy, and practice in teacher education programs. Read more.
Taking care of your own: Parochialism, pride of place, and the drive to diversify teaching.
This study examines the slow diversification of the teaching workforce in U.S. public schools, despite targeted recruitment efforts for teachers of color. Through interviews in a small urban district, the study reveals that entrenched social networks often favor White alumni, creating barriers to recruiting and retaining teachers of color. By analyzing bonding social capital, the authors shed light on how these networks and attitudes sustain the current demographic patterns in hiring, limiting progress in aligning the teacher workforce with an increasingly diverse student population. Read more.
Teachers’ perceptions of principal leadership practices that influence teacher turnover.
This study explores leadership practices that impact teacher turnover by analyzing case studies and interviews with teachers across schools with varying turnover rates. Principals at low-turnover schools frequently recognize teachers’ expertise, articulate a clear vision for quality teaching, and prioritize student learning. These practices contribute to lower turnover, suggesting key strategies for supporting teacher retention in urban schools. Read more.
This study follows three second-generation Asian American male English teachers in New York City’s NYC Men Teach program. The research highlights how these educators navigate their unique identities to address stereotypes and foster social justice within classrooms. Supported by culturally responsive practices, they leverage personal experiences to promote critical thinking among students, modeling inclusive perspectives and anti-racist values. Read more.