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The article addresses this gap by analyzing barriers encountered by Black male preservice teachers and offering actionable steps administrators can take to build healthy ecosystems.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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problem does the article address about Black male educators?","Question",{"text":63,"@type":64},"It addresses the low representation of Black males in public school teaching, emphasizing that the disparity is not sustainable and needs better recruitment and retention strategies.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why do Black male preservice teachers face barriers during their preparation?",{"text":68,"@type":64},"The article describes school-based stressors such as racism, disproportionate special education placement, higher suspension and expulsion rates, limited access to resources, and feeling isolated without equal support.",{"name":70,"@type":61,"acceptedAnswer":71},"What role should school administrators play to support Black male preservice teachers?",{"text":72,"@type":64},"The article argues administrators should create supportive, student-centered environments and implement actionable steps across urban, suburban, and rural districts to develop healthy 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Ramon B. Goings Reginald D.Wilkerson  \nThe Journal of Educational Foundations Vol. 32, No. 1, 2, 3, & 4  \n2019, pp. 114-141  \nCopyright 2019 by Caddo Gap Press  \nAbstract  \nNationally Black males comprise less than 2% of public schoolteachers. The startling figure is not sustainable in a diverse society. Increasingly researchers have focused on the experiences of Black male inservice teachers. However, thereis scant research that investigates the role school administrators in urban, suburban, and rural districts play in creating supportive environments for Black male preservice teachers. This article fills in a gap in the research by examining the barriers Black male preservice teachers encounter and provides actionable steps school administrators in urban, suburban, and rural districts should take to create healthy ecosystems for Black male preservice teachers.  \nIntroduction  \nSchool districts throughout the nation have dedicated resources to  \nLarry J. Walker is an assistant professor in the Department of Educational Leadership and Higher Education in the College of Community Innovation and Education at the University of Central Florida, Orlando, Florida. Ramon B. Goings is an assistant professor of educational leadership in the School of Education at Loyola University Maryland, Baltimore, Maryland. Reginald D.Wilkerson is an assistant professor in the Department of Educational and Organizational Leadership Development of the College of Education at Clemson University, Clemson, South Carolina. Their e-mail addresses are: [larry.walker2@ucf.edu](larry.walker2@ucf.edu), [rbgoings@loyola.edu](rbgoings@loyola.edu), & [rdwilke@clemson.edu](rdwilke@clemson.edu)  \nrecruit and retain Black male teachers. Various initiatives including Grow Your Own (GYO) programs have become increasingly popular throughout the country (Gist, Bianco, & Lynn, 2019) . Supporting innovate programs that identify and encourage Black males to choose teaching asa profession is vital. Unfortunately, during their formative years Black boys encounter a variety of school-based stressors including racism, disproportionate placement in special education, higher suspension and expulsion rates, and limited access to resources among other challenges (Henderson, Walker, Barnes, Lunsford, Edwards, & Clark, in press; Goings & Walker, 2018;Walker & Goings, 2017) . In comparison to other students, they are not valued and welcomed in school settings (Goings & Bianco, 2016) . The aforementioned challenges highlight why so few choose teaching as a profession.  \nFortunately, successful initiatives including the Call ME MISTER program have created a template that has been replicated at other postsecondary institutions. Call ME MISTERprovides peer to peer, financial, and mentorship to males of color interested in a career in teaching (Jones, Holton, & Joseph, 2019) . The program’s success highlights the importance of creating student centered programs that encourage males of color, including Black men to become teachers. Ensuring prospective teachers have access to a reliable support system is critical. Far too often, Black male preservice teachers have to navigate challenges that differ from their White counterparts.  \nResearchers including Scott and Rodriguez (2015) investigated how a variety offactors including stereotype threat impacted the experiences of Black male preservice teachers. The findings illuminate how being Black, and male, contributed to race-based stressors in school settings. For example, participants faced questions regarding their athletic prowess and academic acumen. There were times they felt isolated and did not receive the same support from instructors in comparison to classmates (Scott & Rodriguez, 2015) . Responses from participants highlight some of the barriers Black males have overcome to achieve success.  \nSimilarly, Walker (201","cbCaik8rtrZPF94b","https://ap.wps.com/l/cbCaik8rtrZPF94b","pdf",146233,18,"English","# Abstract\n# Introduction\n## Recruitment and retention initiatives\n## Barriers during formative years\n## Support programs and mentorship\n## Research findings and program implications\n# Roles and responsibilities of school administrators\n## Hiring, evaluation, and community relationships","[{\"question\":\"What problem does the article address about Black male educators?\",\"answer\":\"It addresses the low representation of Black males in public school teaching, emphasizing that the disparity is not sustainable and needs better recruitment and retention strategies.\"},{\"question\":\"Why do Black male preservice teachers face barriers during their preparation?\",\"answer\":\"The article describes school-based stressors such as racism, disproportionate special education placement, higher suspension and expulsion rates, limited access to resources, and feeling isolated without equal support.\"},{\"question\":\"What role should school administrators play to support Black male preservice teachers?\",\"answer\":\"The article argues administrators should create supportive, student-centered environments and implement actionable steps across urban, suburban, and rural districts to develop healthy ecosystems.\"}]","The Role School Administrators Play in Creating Healthy Ecosystems for Black Male Preservice Teachers - Research Article | PDF",1792095209,45]