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This paper aims to understand the preparation that a group of black male pre-service students received during their course and its impact on their willingness to commit to entering the teaching profession.

The paper draws on findings from a small-scale qualitative study of black and minority ethnic student teachers’ experiences in one initial teacher education institution.

The paper raises questions as to whether black pre-service teachers’ experiences of a lack of acceptance in schools during their pre-service training contribute to the under-representation of black male teachers in English schools.

There is limited research on the experiences of black male student teachers. The paper brings new insights and offers reasons for black male student teachers not entering the teaching profession.

This paper aims to provide a critical examination of the career trajectories of Black male educators through the discussion of key issues relevant to the professional development and advancement of this population.

The authors approach this paper through the examination of literature related to Black male educators. The authors seek to provide insight into the status of Black male educators through a critical focus of scholarship in the three critical areas of Black male educator recruitment, retention and mobility.

This examination supports the need to generate sustainable initiatives to diversify our nation’s classrooms and create additional opportunities for Black male representation in school leadership positions. Effectively dismantling the entrenched hurdles many encounter within their teaching careers requires a concerted commitment by advocates, policymakers and school administrators at all levels. Additionally, there is a continued need for stakeholders to keep the diversification of P-12 schools as a key priority in current education reform strategies.

This paper serves as an impetus to highlight the continued need for further exploration and consequential action to increase the numbers of Black males in the teaching profession.

This paper adds to the literature surrounding Black male educators by providing a holistic view of their career trajectories of Black male educators and shedding light on the need for ongoing efforts to diversify the P-12 teaching workforce.

There is very little research of Black male mathematics teachers from African countries teaching in the USA, specifically, their preparation and teaching experiences. The purpose of this study is to shed light on three Black male mathematics teachers from two African countries teacher preparation and teaching experiences in three African countries and the USA.teachers.

This study used a qualitative narrative research design to examine the teacher preparation and teaching experiences of Black African male mathematics teachers.

The results of this study reveal that the Black African male mathematics teachers participated in traditional and alternative teacher preparation programs that were unique to the African countries. The results also revealed that these teachers saw their teacher preparation program in the USA as preparing them to teach in this context. The results also revealed that all three of the teachers’ experienced success teaching struggling learners and English language learners mathematics in African countries and the USA.

This study is limited to a small participant pool of three Black African mathematics teachers that cannot be generalized to other Black male teachers. There needs to be more research of Black male mathematics teachers, in general, and those from other countries, specifically. There also needs to be more research of Black male teachers’ teaching practices that are successful with Black students as well as English language learners.

Based on the study findings, policy-makers and stakeholders interested in recruiting and retaining Black male teachers and specifically, in mathematics needs to expand conceptualization and definitions to include those from other countries.

This results of this study add a valuable contribution to the research of Black male teachers, in general, and mathematics, in particular. It expands conceptualizations of who constitutes a Black male teachers in the USA.

There is limited discussion in the teacher education literature about the experiences of pre-service black male teachers generally and the ethnic diversity among black male pre-service teachers specifically. Thus, this paper aims to explore the experiences of Frank, a black male refugee health education major attending an historically black college and university (HBCU).

This research study is theoretically guided by selected tenets of Bush and Bush’s (2013) African American male theory and Goodman et al.’s (2006) transition framework and uses a qualitative approach to explore Frank’s transition experiences when coming to America, attending college and engaging in his student teaching experience.

Frank experienced some difficulty transitioning to America, as a result of not having a strong financial foundation. During his college transition, Frank believed that the HBCU environment was nurturing; however, he encountered numerous ethnocentrically charged hostile confrontations from US-born black students at his university because of his accent. While he had some disagreements with the US education system in terms of discipline, Frank believed that his accent served as an asset during student teaching.

This study adds to the burgeoning research that explores the intersectional identities among pre-service black male teachers. As we argue in this paper, researchers, policymakers and practitioners cannot treat black male teachers as a monolithic group and must contemplate the unique supports needed that can attend to the racial and ethnic needs of black male teachers.

Much of the extant research literature on the initiatives to attract, inspire and recruit Black males to the teaching profession has focused on middle and high school students. Black boys’ socialization into dominant narratives regarding who can and cannot become teachers occurs as early as in early childhood classrooms; however, little attention has been given to ways to attract, inspire and recruit them to the professional teaching ranks where a paltry 2 per cent are Black men.

This paper explores the concept of imaginative play experiences with respect to Black boys and unearths possibilities for future Black male teachers through culturally relevant play.

Based on findings from the literature, this conceptual paper makes connections between the early childhood play literature and the Black male teacher recruitment and retention literature to create possibilities to inspire Black boys to enter the teaching profession.

This paper presents a nuanced integration of imaginative play and culturally relevant pedagogy with specific attention to Black males.

This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice?

This qualitative case study draws its data from semi-structured interviews and participant observations and was situated within a transfer high school in the Northeastern region of the USA.

This study elucidates the ways in which a Black male teacher’s racial literacy enabled him to make sense of the socio-political context of his school, the profession and help his Black male students negotiate how they are racialized in schools and society.

This paper closes with a call for additional research that further examines the relationship racial literacy plays in retaining teachers of color in the profession and for racial literacy to be positioned as a vital component of teachers’ pedagogical content knowledge in both teacher education and professional development.

This study contributes to the literature on critical Black male teachers by forwarding a framework that helps us to understand how they engage in transformative work within assimilationist educational spaces.

This study aims to highlight the perspectives of one black male middle-school mathematics teacher, Chris Andrews, about developing black students’ positive mathematics identities during his first year of teaching middle-school mathematics in a predominately black school. The author’s and Chris Andrews’ shared experiences as black Americans opened the door to candid conversations regarding the racialized mathematical experiences of “our” children, as he referred to them during the interviews.

The author used case study methodology (Yin, 2009) to illuminate Chris’s salient academic and personal experiences, approaches to teaching mathematics and ways that he attended to mathematics identity in practice. The author used sociopolitical and intersectional theoretical framings to interpret the data.

Chris’s perspective on teaching mathematics and developing mathematics identity aligned with taking a sociopolitical stance for teaching and learning mathematics. He understood how oppression influenced his black students’ opportunities to learn. Chris believed teaching mathematics to black children was his moral and communal responsibility. However, Chris’s case is one of tensions, as he often espoused deficit perspectives about his students’ lack of motivation and mathematical achievement. Chris’s case illustrates that even when black teachers and black students share cultural referents; black teachers are not immune to the pervasive deficit-oriented theories regarding black students’ mathematics achievement.

The findings of this work warrant the need to take intersectional approaches to understanding the ways of knowing that black male teachers bring to their practice, as Chris’s identity as a black person was an interplay between his black identity and other salient identities related to ability and social class.

Chris, even while navigating deficit-oriented perceptions of his students, provides an example of bringing a sociopolitical consciousness to teaching mathematics and to support novice black male teachers in their content, pedagogical, and dispositional development.

This work adds to the limited body of literature that highlights the experiences of black teachers in a subject-specific context, particularly in science, technology, engineering, and mathematics (STEM) subject areas that have historically marginalized the participation of black people.

The purpose of this study is to examine three black African male mathematics teachers’ preparation, teaching experiences, why they chose to become teachers in a diverse school district, the successes and challenges they faced and the impact of a same race and gender peer mentoring program on them.

This study used collective case study methodology to better understand three black African male mathematics teachers’ experiences in a same race and gender peer mentoring program and their professional experiences.

The results illustrated that all of the black African male mathematics teachers had experiences predicated on their race and gender. The same race and gender peer mentoring program helped black African male mathematics teachers to receive proper induction into the school district, navigate their schools and district and help create an environment to support their retention in schools and the district.

This study adds to the growing body of research on black male mathematics teachers and sheds light on how the same race and gender programs help to retain them in the profession and their schools.