An Inexcusable Absence
The Shortage of Black Male Teachers
by
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Today, most public schools in America are desegregated, but every population is not represented in the pool of faculty. Black men are underrepresented in the field of education, and there have been a number of research studies conducted within the last decade that substantiate this. A survey conducted by the National Education Association in 2004 revealed that the number of male public school teachers in general was at its lowest point in 40 years. Only 21% of the nation’s three million teachers were men. When broken down by race, the numbers are even more alarming. Black male teachers made up only 16% of the teaching population, and almost 42% of public schools have no minority teachers at all. According to former NEA President, Reg Weaver (who happens to be African American), “The sad reality is that a young boy could go through his entire education without ever having a teacher who looks like me” (Toppo, 2003).
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About the Book
It is high time for more diversity in education, diversity that includes thorough, articulate, Black males. Contrary to popular belief, the need for a strong emergence of Black male teachers is not only for the benefit of Black boys and Black girls. Children and parents of all races and both genders need to be introduced to the antithesis of the stereotypical Black man and build strong, healthy relationships that will be the means for greater racial and ethnic harmony.
About the Author
Mr. R. Perez Gatling earned a Bachelor of Arts degree in English Education from Fayetteville State University in Fayetteville, NC and a Master of Arts degree in Educational Leadership from Regent University in Virginia Beach, VA. He served as an English teacher for 15 years before becoming a school administrator. He is one of the co-authors of Teaching Hope in conjunction with Erin Gruwell and the Freedom Writer Teachers. Dr. Veleka S. Gatling earned a Bachelor of Arts in Public Relations and Early Childhood Education from James Madison University, a Master of Arts in Administration and Supervision K-12 from Old Dominion University, and a Doctor of Education degree in Educational Leadership and Policy Studies from Virginia Tech. Dr. Gatling has served as an educational consultant, presented at the national conferences, and completed trainings for Early Childhood Development. She provided training throughout the State of Virginia on best practices for increasing student achievement. She is a nationally recognized principal mentor certified by the National Association of Elementary Program. Dr. Leroy Hamilton, Jr. earned a Bachelor of Arts degree in English, a Master of Arts degree in Communication/Linguistic Studies, an Endorsement in Administration and Supervision K-12, further advanced studies in English, and a Doctor of Education degree in Educational Leadership. Dr. Hamilton is a tenured associate professor at Norfolk State University. He has presented at numerous national and international conferences on topics ranging from mentoring African American males, curriculum mapping, the role that collegiality plays in supporting faculty retention, facilitating campus wide synergism to promote student retention and success, and developing academic support systems to promote student success. Dr. Hamilton has presented at various international and national conferences. He is also published in various books, national journals and conference proceedings.