Building a Pipeline of Diverse Teachers for the Next Generation of K–12 Students

As the number of students of color has steadily increased in the U.S., the number of teachers of color, particularly male teachers of color, falls dismally short of reflecting the actual growing diversity of the student population in the classroom. Many men of color have decided against pursuing a career in education because of its low pay, being assigned to hard-to-staff schools in high-poverty communities, and serving mainly as disciplinarians rather than content teachers. In fact, male teachers of color make up only 2% of the teaching profession compared to the 7% of female teachers of color, the U.S. Department of Education reveals. These stark statistics come at a time when students of color are 1 out of every 2 students in public schools, no longer the 4 out of 10 students of 25 years ago, according to the National Education Association.

As such, recruiting men of color to be educators in K–12 school systems was the mission of Richard H. Warren Jr., Ed.D., when he joined the University of Maryland Eastern Shore (UMES) in Princess Anne, Maryland, as the Richard F. Hazel professor of education. Warren established the Men of Color in Education Program to support and educate men of color as they prepare to become the next generation of teachers. Studies show that having one male teacher of color decreases student dropout rates and increases the likelihood of students aspiring to postsecondary education. Research also indicates that all students benefit from having a male teacher of color. Today’s students are likely to be learning and working with diverse peers who have different cultural backgrounds and lived experiences, so being able to understand and respect different perspectives and communicate and collaborate effectively will be essential skills for the long-term success of the next generation.

Currently, the teaching profession is experiencing shortages nationwide because of rising attrition rates and retention issues, but these problems present real opportunities to diversify the field of education with dynamic teachers of color, particularly male teachers of color. Warren hopes the Men of Color in Education Program can improve the teacher pipeline for all children, so teachers reflect what they see behind the desks in their classrooms.

The Men of Color in Education Program complements the mission of UMES that serves students, the majority of whom are people of color, female, first generation, in an environment that promotes multicultural diversity, encourages academic success, and nurtures intellectual and social growth.

Warren graduated with his bachelor’s, masters’s, and doctoral degrees from UMES and was named Maryland State Teacher of the Year in 2019 while teaching science in middle school.

The Methodology

Warren developed the three-pronged Men of Color in Education Program: the High School Teacher University, the University Cohort, and the Man the Shore Network.

• The High School Teacher University targets male students of color in high school and offers them access to early college courses in teacher preparation through an intensive, engaging five-week institute. Participating school districts agree to cover the cost of three dual-enrollment courses offered during this summer program. If the high schoolers pass these courses, they qualify for the Hazel Scholarship, an endowment that can award up to $1,500 per student, and can begin their UMES experience with nine credits. In addition to coursework, the university provides teaching experience and classroom observations, college admissions counseling and scholarship information, field trips and campus tours, mentoring with male teachers of color, and professional and leadership development workshops and events.
• The multiyear University Cohort extends academic, social, and cultural support to male students of color majoring in teacher education. Students in the cohort reside in the same residence hall and engage in education courses and events designed to foster community and deepen their understanding of what it means to be a male, a male student of color, and a male teacher of color. In addition, students receive teacher licensure support, ongoing advising, scholarship information, and job placement assistance in the teaching profession.
• The Man the Shore Network is a collective of male educators of color on Maryland’s Eastern Shore who are actually working in the teaching profession. Young and aspiring male teachers of color are paired with these seasoned individuals who can encourage them on their journey professionally and personally. The network also engages in activities focused on the recruitment, retention, and development of educators of color by offering professional learning and fellowship.

Through this intense and supportive experience, Warren hopes to encourage male high school students of color to consider a teaching career and then provide them with the mentoring they will need through their college years and as professional educators. To promote this education initiative, Warren organizes the Man The Shore Education Summit annually. The first one was held in 2020, when the program was launched. A panel of six men of color, ranging from instructors to administrators to school board members, addresses the challenges of recruiting and retaining men of color in education. The panel also speaks to the academic, social, and emotional development of young men of color in the school system. The summit brings attention to the need for educators to reflect the diversity of students in their classrooms locally, regionally, and nationally and, in turn, Warren’s Men of Color in Education Program.

Key Takeaways

The success of the Men of Color in Education Program depends upon the strengths of its partnerships. UMES mapped out this program across its academic and auxiliary service departments on campus and school districts and grassroots organizations off campus. Without upfront funding, a memorandum of understanding with local school districts was reached to ensure their payment of the summer institute—at no cost to the high school students. By doing so, the students were able to earn nine credits in education that would go toward their undergraduate studies at UMES. Collaboration among the various departments on campus provided the necessary scaffolding to build a supportive community for undergraduate men of color, some of whom are first-generation students. To reinforce the students’ commitment to the education field, a network of professionals was organized to mentor these men of color as they pursue their professional roles in education. Through these coalitions, UMES has been working to build the confidence of men of color to see themselves as educators, ushering the next generation of students to achieve and succeed.