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Black male teachers represent between two and five percent of the teaching force, yet many research studies have suggested the importance of their presence in the classroom. While most research focuses on the necessity of a larger force of Black male teachers to serve as role models for Black male students, minimal research examines their importance in teaching Black female students. In addition to this lack of research, teacher-training programs, even those that tailor their programming toward Black men, do little to address issues of teaching across gender. This phenomenon has implications for Black male teacher retention, Black female student success, and improved gender dynamics in the Black community. This chapter highlights the dynamics of teaching across gender through review of the literature and a case study. It presents the Gender Dynamic Awareness Model, a conceptual framework for use in teacher training that addresses five factors for Black men to consider when teaching Black female students.

Chike Akua is a doctoral student in educational policy studies at Georgia State University. A former middle school teacher, Akua taught in public schools for 15 years. During his tenure as a teacher, he was selected as a Teacher of the Year in the State of Virginia and acknowledged for exemplary teaching and service in Georgia. Akua is the author of widely disseminated instructional materials and children's literature and has led principal and teacher workshops for more than 500 U.S. schools and school districts. His book A Treasure Within: Stories of Remembrance and Rediscovery was nominated for the National Association for the Advancement of Colored People (NAACP) Award for Outstanding Contribution to Children's Literature.

Currently, the field of education has been seeking innovative strategies to increase the representation of Black male teachers in U.S. classrooms. In this chapter, the author presents a status report of Black male teachers’ path to U.S. K-12 public school classrooms at six critical stages. These stages include the following: (a) Black males with a high school diploma; (b) enrollment in educator preparation programs; (c) educator preparation program completers; (d) educator preparation programs with the highest number of Black male graduates; (e) Black male education degree holders that select teaching as a profession; and (f) the current status of Black male teachers in U.S. K-12 public schools. Based on the data presented in this chapter, recommendations are provided to the field of education to improve their representation for the benefit of all students. Additionally, the critical need for this timely book is discussed.