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The report highlights how daily stressors—insufficient multi-level support, misaligned expectations and evaluations, and restrictive school environments—shape educator persistence. It also documents encouraging factors such as seeing teachers as change agents, relying on educators’ own support systems, and exercising love and patience, alongside the initiative “1,000 by 2025” to recruit and retain 1,000 educators by 2025.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/black-and-latino-men-in-the-classroom-initial-findings-report-winter-2022/584726/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/black-and-latino-men-in-the-classroom-initial-findings-report-winter-2022/584726.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What factors most influence educator persistence in the report?","Question",{"text":112,"@type":113},"Educators describe navigating daily stressors including lack of support at multiple levels, misaligned expectations and evaluations, and environments that constrain their ability to bring their authentic selves and skillsets into classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What encouragements are reported as supporting persistence?",{"text":117,"@type":113},"The report notes motivations such as seeing teachers as change agents, viewing educators’ own support systems as the greatest support, and exercising love and patience.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the qualitative study conducted?",{"text":121,"@type":113},"The research team conducted individual interviews with Black and Latino men currently serving as educators in Duval County Public Schools, in person or virtually via Zoom, then coded the transcripts in Dedoose and analyzed themes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584726,1792192602,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","INITIAL FINDINGS REPORT:  \nBLACK AND LATINO MEN IN THE CLASSROOM  \nWINTER 2022  \nA QUALITATIVE STUDY FROM THE JACKSONVILLE PUBLIC EDUCATION FUND  \n1  \nEXECUTIVE SUMMARY  \nFigure 1. Racial make-up of teachers,  \nprincipals, and students in Duval County  \nFACTORS  \nTHAT INFLUENCE  \nEDUCATOR PERSISTENCE  \nEducators report navigating daily stressors:  \nLack of support at multiple levels. Misaligned expectations and evaluations.  \nAn environment that constrains their ability to bring their full authentic selves and skillsets to the classrooms.  \nEducators report factors that encourage persistence:  \nSeeing teachers as change agents. Educators are their own greatest support system.  \nThe chance to exercise love and patience.  \nFurther, JPEF found that for Black and Latino men in the classroom, the lack of representation is much more severe, with Black men representing only 6% of all teachers and Latino men representing less than 1% .  \nIn October 2021, JPEF announced a the start of a new initiative called“1,000 by 2025”with the purpose of recruiting and retaining 1,000 Black and Latino male educators by the year 2025.  \nGiven that disproportionalities in student and teacher racial representation continue to persist despite the decades of research that has connected teacher diversity to benefits for all students and that DCPS is serving an increasingly racially diverse student population, more work needs to be done to understand the conditions that make it more or less likely for Black and Latino teachers to persist in DCPS (Gershenson, Hart, Lindsay, & Papageorge, 2017; Goldhaber, Theobald,& Tien, 2015; Nevarez, Jouganatos, & Luke Wood, 2019) .  \nTherefore this qualitative study aimed to explore what barriers and motivations may exist for Black and Latino men in the classroom today; and what hopes and concerns they might have for this initiative.  \nIn Winter 2021, the Jacksonville Public Education Fund (JPEF) in collaboration with Duval County Public Schools (DCPS) and the University of North Florida (UNF) released a brief titled“Understanding Teacher Recruitment and Retention in Duval County” which revealed that the majority student population in DCPS are identified as Black and Latinx (60%) while only a third of the teachers share that identity. This is a trend that is mirrored nationally and affirms other research and observations from universities and organizations within the community since the time of Brown v. Board of Education and the desegregation of schools (Ladson-Billings, 2000; Stuart Wells, Fox, Cordova-Cobo, & Kahlenberg, 2016) .  \nFigure 1 from the 2021 brief represents the up-to-date racial background of teachers, students, and principals revealing that the misalignment in student and educator representation have persisted.  \nMETHODOLOGY  \nThe analyses presented in this report build on previous research JPEF conducted with Black and Latino male teachers, where they identified lack of representation and welcoming environment in their current schools as barriers to persisting. To effectively track progress on impacting the environment for these educators, the research team conducted individual interviews with Black and Latino men currently serving as educators in Duval County Public Schools to define more specifically:  \n What factors contribute to their perceptions ofthe environment?  \n What factors contribute to their decision to persist as educators?  \nThe participants represented various grade levels, school locations, content areas, and tenure teaching in DCPS.  \nThe interviews were conducted individually either in person or virtually via Zoom. All participants are currently teaching in K-12 traditional public schools in Duval County.  \nInterviews were conducted narratively and asked about participants experiences as students themselves, their daily classroom experiences now, and perceptions of available supports and the 1000 by 2025 initiative.  \nSample questions for the interview included,“What were your relati","cbCaiaRM45AEgHsQ","https://ap.wps.com/l/cbCaiaRM45AEgHsQ","pdf",477921,13,"English","# Executive Summary\n# Methodology\n## Interview approach\n# Findings\n## Multi-level stressors","[{\"question\":\"What factors most influence educator persistence in the report?\",\"answer\":\"Educators describe navigating daily stressors including lack of support at multiple levels, misaligned expectations and evaluations, and environments that constrain their ability to bring their authentic selves and skillsets into classrooms.\"},{\"question\":\"What encouragements are reported as supporting persistence?\",\"answer\":\"The report notes motivations such as seeing teachers as change agents, viewing educators’ own support systems as the greatest support, and exercising love and patience.\"},{\"question\":\"How was the qualitative study conducted?\",\"answer\":\"The research team conducted individual interviews with Black and Latino men currently serving as educators in Duval County Public Schools, in person or virtually via Zoom, then coded the transcripts in Dedoose and analyzed themes.\"}]","Black and Latino Men in the Classroom - Initial Findings Report - Winter 2022 | PDF",1792052045,33]