The Dearth of Black Male Teachers in Dayton Public Schools

Date of Award


Degree Name

Ed.D. in Leadership for Organizations


Department of Educational Administration


James Olive


The research is clear about the fact that African American students are more successful academically and socially when they have at least one Black teacher. So too is the research about the positive impact Black male teachers (BMTs) have on boys of color. What has remained a mystery to many is why there are not more BMTs. This study asks current BMTs in Dayton Public Schools (DPS), a predominantly African American school district, why they became teachers and why they believe other Black men do not. Their experiences and opinions were captured and used to craft a plan of action to recruit and retain more BMTs to DPS. Some of the common suppositions about why more Black men do not go into teaching were not supported by the DPS interviewees. For example, while higher pay was mentioned as an inducement to attract more BMTs, more emphasis was based on Black families’ commitment to 4-year degrees, access to educational opportunities, and the support, or lack thereof, Black men receive when they go into teaching. Just as interestingly, the stakeholders, all of whom are Black men thriving in various social service or educational capacities in Dayton, stated that their educational experiences as a young student not only played a major role in guiding their career paths, but they all assigned increased value to Black educators they encountered in their youth.


Black Male Teachers Black Teachers

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