Marathon Teaching Institute
The shortage of African American male teachers in the United States is a critical issue that has been a topic of discussion in the education sector for years. According to the National Center for Education Statistics, in the 2017–2018 academic year, only 2% of public school teachers in the United States were African American men. This figure is particularly concerning considering that African American male students make up around 8% of the total student population in the country.
The lack of African American male teachers can have a significant impact on the academic achievement and social development of African American male students. Research has shown that students who have teachers that look like them and share similar cultural backgrounds are more likely to have positive academic outcomes and feel a sense of belonging in the classroom. African American male students who lack access to African American male teachers may have a limited exposure to successful African American male role models, which could lead to self-esteem and confidence issues.
The reasons for the shortage of African American male teachers in the profession are multifaceted. One reason is that fewer African American men are pursuing careers in education. According to the National Center for Education Statistics, in the 2015–2016 academic year, only 4% of bachelor's degrees in education were awarded to African American men. This is a much lower percentage than any other racial or ethnic group.
Another reason for the shortage is that African American male teachers may face unique challenges and barriers in the education system. Studies have shown that African American teachers, in general, face systemic discrimination and are more likely to leave the profession due to burnout and lack of support. This could be particularly true for African American male teachers who may feel like they are being stereotyped and scrutinized based on their race and gender.
There are several steps that can be taken to address the shortage of African American male teachers. One solution is to increase the recruitment and retention of African American male teachers in the profession. The Marathon Teaching Institute (MTI) is doing this work. We are actively engaged in targeted outreach and recruitment efforts at the high school and college levels. Additionally, we offer financial incentives and support for African American male students pursuing careers in education.
MTI aims to create a more supportive and inclusive work environment for African American male teachers. This includes providing more professional development opportunities and mentorship specifically designed for African American male students transitioning into the role of classroom teacher. MTI strives to address systemic discrimination and advocates for more inclusive policies and practices that support diversity and equity in the education system.
In conclusion, the shortage of African American male teachers in the United States is a critical issue that needs to be addressed. The lack of representation in the classroom can have a significant impact on the academic and social development of African American male students. Addressing this issue will require a multi-faceted approach that involves increasing the recruitment and retention of African American male teachers, creating a more supportive work environment, and addressing systemic discrimination in the education system. MTI plays a central role in this work. We strive to ensure that all students have access to high-quality education and are supported by a diverse and inclusive group of teachers.
The MTI Vision
The Marathon Teaching Institute (MTI) is committed to increasing the number of African American male teachers, counselors and Pk-16 administrators. We will decrease the critical shortage of educators of color, particularly African American male teachers, in North Carolina schools.
The MTI Mission
The mission of the MTI is to recruit, retain and prepare male students of color for excellence in the field of education. Through unique academic support, service to K-12 schools, professional development opportunities and mentorship, MTI will develop leaders who promote social justice and dedicate themselves to changing to landscape in Pk-16 education.
Benefits of Becoming an MTI Cohort Member
- Leadership experience
- Unique professional development opportunities
- Peer-to-peer social and academic support
- Instructional support to prepare for licensure exams
- Job placement assistance upon graduation
- Mentorship from African American male leaders in Pk-16 education
Applications are reviewed on a competitive basis each spring semester for consideration for acceptance in the new cohort. New cohorts begin each fall semester. Preference is given to graduating high school seniors, two-year community college transfer students and first-year college freshmen. Candidates are selected based on their potential for teaching, motivation for participation in the program and GPA, as well as other factors.
Marathon Teaching Institute
School of Education
North Carolina Central University
H. M. Michaux, Jr. School of Education Building
700 Cecil Street
Durham, NC 27707