Black.Man.Teach.

Currently, black males represent less than 2% of our nation's teacher workforce. Our young brothers and sisters, our children, our schools, our communities, and our country need more black male teachers. To increase these numbers we must explore, examine, and confront all of the current and historical social and political forces at work that have led to this troubling scarcity. We must also look to those remarkable and courageous brothers who make up the 2% for guidance. We must encourage them. We must support them. We must challenge them to get better. To teach with passion. To teach with rigor. To teach with joy. We must celebrate them. We must appreciate their unique paths, their journeys, their failures, their struggles, and their triumphs. We must heed their advice and understand their motivations and inspirations, so that we in turn can motivate and inspire others to join this movement. We must learn why they teach. Black.Man.Teach. seeks to share the stories of that valiant 2%, working on behalf of our children. Ultimately, these stories should help galvanize us towards appropriate action; large-scale improvements in the recruitment, training, support, development, recognition, and celebration of black, male teachers. If you would like to be featured, or know somebody that would like to be featured, please contact me at [email protected]. Please share with others and let's continue to build this movement. Each one. Teach one. Black.Man.Teach.

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Kareem Hall

"Growing up in Jamaica, I wanted to be a teacher, but never saw any men in that position. Moving to the states in the fifth grade, I saw the same thing. I teach for many different reasons. One way is to build my students' confidence early. Growing up, I didn't have my first Black male educator until I was in the seventh grade. I saw the effect of that in my grades. That was the first time I had good grades on my report card since moving here from Jamaica! From there it was all good news. I started to have more confidence in my academics. Being with my students in the classroom, I do not just teach them lessons. I am shaping their lives. One of the reasons I became a teacher is because I wanted to be the role model I saw in my classroom and bring that same energy to elementary school.

It is very rare to see a Black male educator in elementary schools. It is rarer for young men in these grades to see someone like them in this role. The representation really does matter. It shows my students that education isn't just something they participate in; it's something they can lead in. It helps them see that Black men belong in spaces of learning, mentorship, and care, not just in entertainment or athletics.

Beyond representation, I want to create the kind of classroom environment where all students feel seen, valued, and believed in. I know firsthand what it's like to feel disconnected from teachers or to not have someone who truly understands your experiences. I strive to be the teacher who listens, who pushes students to believe in themselves, and who holds them to high expectations because I know what they're capable of. In today's climate, I have to keep reminding myself, we are needed. We should be there to build confidence, challenge stereotypes, and make sure every student leaves my class knowing they are capable of greatness."

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Christopher Andrew Townes

"The reason I teach is a simple one: I didn't have a Black male teacher until I got to graduate school. As a young African-American man growing up in America, it's important to see representation everywhere. Our children should not just see greatness in sports, or the rich and famous celebrities in Hollywood. Our roles in education are truly important. I teach so our African-American children see a Black man who wants them to achieve greatness, who will push them to achieve greatness, and who will inspire them to not settle. That's why I educate, reach, and teach."

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Erroll Worrell

“It is my belief that all people, in their spirit, are charged with two distinct purposes:

Learning about, caring for, and ultimately subduing the earth and all things in it.

Loving and compassionately caring for others.

These spiritual mandates come with the implicit requirement of having a functional and loving knowledge of people, of the earth, and of the principles by which both are governed.

Teaching is how we cultivate this sense of purpose along with the functional knowledge of how to fulfill it in others. I teach because teaching is the love offering that I offer back to the communities that invested in, sacrificed for, and loved me unconditionally into who I am when I was in my youth. To these communities and spaces, I owe the willing debt of sharing the principles of kindness, community, service, and curiosity.

I believe that education, if pursued with the inclination toward equity, justice, and civic duty, and not merely as a means of individualistic self-fulfillment, operates as a form of sanctuary and of moral and philosophic incubation. We have the privilege of participating in the development of young, still-forming minds which have not yet been influenced by the culture of arbitrary material gain, the insatiable pursuit of things at the cost of morals and people. It is these forces that have created the adverse economic, social, and spiritual conditions in our communities.

In my classroom every day, we teach math, narrative, and reading comprehension. These subjects are not just elementary, foundational components for further education, nor are they solely a foundational structure for scholars pursuing personal achievement in college. Rather, they also serve as the means through which students develop a greater sense of purpose and the emotional, mental, and social tools necessary to serve their communities.

When held with the intention of serving humanity, we understand that reading comprehension, at an early age, sets the foundation for active listening, emotional intelligence, and peaceful conflict resolution skills, which are immensely necessary for personal and professional relationships. We understand that mathematics, both in practical application and in theory, serves to cultivate in the minds of our youth key critical thinking skills, flexibility, open-mindedness, and pragmatism. We understand, by and large, that readers are leaders, that reading forever remains at the helm of emotional, mental, and psychological growth and development.

It is an immense privilege and honor to serve a small role in the facilitation of the continuation of these principles by which our Earth was founded and will continue on. I believe that my role as a teacher is not just to teach the practical application of those principles but also a deep and abiding love for learning.”

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Equel Easterling

"I teach because I believe in the transformative power of education—not just as a means to academic success, but as a force that shapes character, unlocks potential, and empowers students to change their futures. My journey as an educator is deeply personal. I stand in the same city where I grew up, within the same school network that shaped me, now committed to ensuring that the next generation has access to the same, if not greater, opportunities for success.

At the heart of my work are three core pillars: academic excellence, discipline, and confidence—values that I strive to instill in every student who walks through my doors. Academic excellence is not just about mastering content; it’s about developing a mindset of curiosity, resilience, and a hunger for learning. I push my students to think critically, challenge themselves, and see mistakes not as failures but as stepping stones to mastery. Whether through data-driven instruction, targeted reteach lessons, or holding high expectations, my goal is to cultivate scholars who are prepared to excel beyond the classroom.

Discipline is the bridge between potential and achievement. I know firsthand the role structure and accountability play in success, and I work to ensure my students understand that greatness is built in the daily grind. Whether in academics, character, or personal growth, I believe in teaching students how to show up, stay focused, and push through challenges—because the habits they build now will carry them through life.

But knowledge and discipline alone are not enough. Confidence is what transforms ability into action. Too often, students from communities like mine doubt their worth or question if they belong in spaces of power and influence. I teach to make sure they know they do. I want my students to see themselves as future doctors, lawyers, entrepreneurs, and leaders—not just as dreamers, but as doers who are fully equipped to take their seat at the table. Through intentional affirmations, leadership opportunities, and fostering a culture of self-belief, I strive to build young people who walk with purpose and own their brilliance.

I teach because I see myself in my students. I know their struggles, I recognize their potential, and I understand what it takes to overcome obstacles. I am committed to making sure that when they look back, they can say that someone believed in them, pushed them, and never let them settle for less than their best.

Ultimately, I teach because education is legacy—and I am here to build one that lasts."

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D'Moi Rouse

"My high school’s motto was “To Excel Always.” But even deeper than that, my alma mater’s mission is to ensure students become responsible, productive citizens and lifelong learners, able to function at optimal levels in higher learning, careers, and a global society. Real-world applications of these values were modeled to me daily by my French teacher, who was fluent in three different languages and exposed me to the richness of experiencing other people’s culture and cherishing the similarities as much as the differences; by my kindergarten teacher, who I got to see as recently as last April 2024, who instilled in me an appreciation for my inquisitive nature and advocated for my desire to always want to learn; and especially by my mentor, who was a retired educator and a policymaker back home in the US Virgin Islands, who promoted social awareness, responsibility, and service among the youth because she was big on the youth having a voice and using that voice to be present in their communities.

Over the years, I’ve grown more confident in these as my core values: community, culture, knowledge, passion. I find that my gift as an educator, aside from patience, is my ability—or really my non-negotiable—of nurturing the whole student. I vowed to myself to be intentional about my impact on the way they treat themselves and other people, how they approach hard work, and what kind of space I can create for them to simply exist. I try my hardest to model the kind of human being that my students can aspire to be in their own way: kindness, empathy, hard work, resilience, self-sufficiency, a healthy relationship with themselves. I don’t know how long I’ll be in education, but I’m sure I’ll be an educator for the rest of my life."

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Carl Monde

“I teach because I want to be the kind of person I needed when I was younger. Growing up, I didn’t always feel seen or cared for in school. There were days when I felt invisible, and I never want any child in my classroom to feel that way. I teach, making sure my students feel safe, loved, and important—because they are.

Being a positive role model, especially for Black children, means everything to me. Our kids deserve to see someone who looks like them, believes in them, and reminds them every day that they are enough. I want to challenge the stereotypes that try to put limits on what they can do or who they can become. My job isn’t just to teach reading and math—it’s to build confidence, show them they matter, and help them dream big.

I teach because every child, no matter where they come from or what their home life is like, deserves access to a quality education. I don’t care what’s in their backpack—I care about what’s in their heart. And I’ll always meet them with love first.

I want to be part of their journey—not just the good days, but all of it. The tears, the triumphs, the silly moments in between. I want to give them a voice, make space for who they are, and remind them they’re never alone.

Most of all, I teach because I love my students. Truly. They’re the reason I wake up early, stay late, and keep showing up even when the job is hard. They’ve changed me in ways I can’t put into words—and I hope, in some small way, I’m changing their lives too.”

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Nathaniel S. Courtney

“I am Nathaniel S. Courtney Jr., AKA Nate Turner, and I teach because it is my firm belief that all students, regardless of race, religion, or socio-economic status, have the ability to learn and to become productive citizens who make meaningful contributions to society. I believe that all children deserve a quality education from sincere, caring, and qualified teachers who encourage students to maximize their potential and live out their true, divine purpose! Any adult who steps foot into the halls of an institution of learning should be genuine, passionate, and dedicated to the service of leading, motivating, and inspiring our youth through educational empowerment. As a proud African-American father, activist, artist, educator, and entrepreneur who is passionate about knowledge of self, history, family, music, and education, my purpose in life is to help others discover their true, divine mission, and lead a life filled with purpose and to leave a lasting legacy and mark on this world.

Growing up in Florida and spending summers in Brooklyn, I learned early on that it’s the “same game” being run on Black and Brown communities, no matter the region in which you live. When I was stopped for “walking on the wrong side of the road” in my neighborhood in Florida, I quickly made the correlation between that experience and the time I was “stopped and frisked” in New York City. The first time I met the police was when my cousin was stopped and detained. One of the officers saw me crying and offered me a cookie. Interestingly, while the cookie seemed like a nice gesture, I distinctly recall how my cousin and the other adults in the car were treated.

I teach to make my people aware of their human and civil rights. I teach to help instill dignity and pride in those who might otherwise feel inferior because of the long history of systemic racism, stereotyping, and overall oppression we have faced. I teach to help people persevere and overcome. I teach to wake up those that are asleep and ensure they stay “woke.” I teach so that we know who we are and the history of who we are. After all, in the words of the late, great John Henrik Clarke, "History is a clock that people use to tell their political and cultural time of day. It is a compass they use to find themselves on the map of human geography. It tells them where they are, but more importantly, what they must be."

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Dennis Ibude

“I’m an educator full time, working with students that look like me in underserved neighborhoods. Being an educator has allowed me to witness firsthand how we are not preparing our youth to be the voices/leaders of the future but rather criminals. As a former charter school student, I wanted good grades, so I cheated most of my high school career instead of learning the skills to be able to apply what I learned outside of my classroom’s four walls. Now as an educator, I am witnessing scholars, just like me, practicing these same bad habits but unable to pull themselves out of the already deep hole they’ve dug for themselves. I teach because I want them to know at least person is still standing by their side. I teach because I want them to know that they are not a finished product. I teach because I want my students to know that they can do it, even if they have to be the one to do it. I teach because my old boss who was my former principal told me that she knew my graduating class was not college ready but felt comfortable enough passing us on. I teach because more than half of my brother’s graduating class dropped out of college after only one semester. I could go on and on about why I teach, but I teach because representation really matters.”

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Aaron J. Griffen, Ph.D.

“I teach because "I Too, Am America". Every day I am charged with teaching others like me (by Race, by Social Class, by Lived Experience) that We Too, Are America. I became a teacher in 1999 specifically because one, teaching came easy to me and secondly, I knew I could reach young minds. Therefore, I chose middle school in a high poverty district and school in order to educate young minds like mine. I chose to only work in schools where I could relate to the students because I was them and they are me. We come from similar trauma, struggle, and worries. Therefore, to reach them I needed to teach them about me so that they can see the connection. After 7 years, I became an assistant principal at the same school so that I could begin to teach adults who did not look like, sound like, or share the same experience as me. I used my platform as an assistant principal to be a voice for students who were like me. I began to provide culturally responsive and relevant professional development disguised as positive behavior and intervention supports to convince staff to build relationships with students and not focus on controlling their classrooms. Control is the antithesis of learning. When we build in relationships and supports to parallel with scaffolds, culturally relevant, and deeply engaging learning opportunities, our students will eventually soar. After 8 years as an assistant principal (15 total years at the same school), I moved to another state to be a high school principal for four years. I was the principal of a school with students like me. We shared similar upbringing, background and experiences. When I looked at my students, I saw my younger brother and my best friends from Stillman and Summers in Corpus Christi. I saw my mother and my neighbors in my parents. Therefore, as principal, I taught my staff to develop relationships through Cultural Competency by first knowing themselves and the biases they hold in order to work through the conflicts with students and families. Currently, as the Director of Diversity, Equity and Inclusion in a larger public charter, I still teach. Although I have not been in the classroom for over 13 years, I am still a teacher. I remain a teacher through developmental sessions with staff and students inside and outside my network because I must teach until all students and families are seen as America. I look forward to the day that we no longer have to tell people, “I Too, Am America”. Yet, I recognize that such a day may never come in my lifetime. I teach because I have to educate others on the differences in America and that those differences are WHAT makes us America. We just have a different and unique way of showing that We, Too, are America.”

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Dhiyaa-Ud-Deen Abdullah

“I teach because I believe that all scholars have the potential to succeed in all areas of life. It’s our job as educators to ensure that we meet scholars where they are and provide them with the tools they need to evolve into their best selves. Since entering into the education field in 2015, I realize that all scholars are different and the uniqueness of meeting the needs of all scholars represents the true the art and skills required to be an effective educator. As an African-American male, I’ve chosen to devote my life work in underserved communities because the experiences I’ve been through are similar, if not the same as many of the scholars I serve. Like many scholars today, the odds of breaking through generational injustices like poverty and the lack of educational opportunities was stacked up against me, but with grit, determination, and a supportive family, I was able to beat the odds. Being the first in my family to earn a Master’s degree, I strive to relay the importance of education and how we can change our life trajectory, regardless of where we come from and what we have. When I reflect on the years I’ve taught, I am proud of the fact that my scholars were able to develop ownership of their learning. For me, the true measurement of the work I do is when scholars come to me below grade level in Reading and Math yet throughout the school year they overcome these challenges by meeting their proficiency and growth goals. I teach because I believe that every child, regardless of the obstacles that they may face, has the potential to succeed in life. The great Nelson Mandela, stated that “Education is the most powerful weapon which you can use to change the world,” which sums up my lifework.”

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Curtis F. Lawrence, Jr.

“College happened a long time ago, but I clearly remember when I graduated from college, there were over 50 members of my family there cheering and screaming my name as I walked across that college stage to receive my degree. As I look back, I ask why was it such a big deal? Was it because I was the son of a father who was a farmer and never finished middle school? Was it because I was the first male on either side of my family to attend and graduate from college?

In middle school, I recall during graduation practice, the Assistant Principal called several names of Black and Latino males, and told them to stand up. Then, in front of everyone, he told them to get out because they were not graduating.  In high school (a well-known high performing high school in NYC) I applied to about 12 different colleges, and my college counselor told me that college wasn’t for me. She told me that I would not get into the colleges I applied to so I should consider getting a job after high school because I wasn’t college material. Despite this, I was accepted to multiple colleges and attended Syracuse University. I didn’t stop there, and after college I went back to school for two Master’s degrees, one from Southern Illinois University on full scholarship, and one from Baruch College in New York City. As a result, many doors opened for me that as an African American male would have never opened.  

Had I not gone to college, I would have not become a teacher and would not have had a student named B.D. whom I still mentor today. He grew up never knowing his father, and his mother was a drug dealer that died when he was in 5th grade. He bounced from house to house and was even homeless in 7th grade. Well, Darren with support from me, and from the school, went on to a boarding day school via A Better Chance, received a full scholarship to Stanford University and a law degree from Harvard.  This is why I teach.

Had I not gone to college, I would not have had the opportunity to teach and mentor RDX, whose parents migrated from D.R. and only spoke Spanish, and grew up in extreme poverty.  RDX got a full scholarship to Harvard and became a business mogul and then retired his father and bought his Dad his own grocery store. This is why I teach.

Had I not gone to college, I would not have had the opportunity to teach, mentor and empower BG who grew up poor in NYC. She had been told that she would be and could be nothing at her previous schools. Today she is in her third year of medical school at Brown University. THIS IS WHY I TEACH!”

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Tyler Baker

“They say it takes a tribe to raise a child. My tribe consists of my loving family, wise mentors, challenging coaches, and intellectually diverse peers. The time that they invested in my life has helped me become the well-rounded individual I am today. My tribe has helped me develop love for music, sports, cooking, family, and reading. I am fortunate to be able to list 25 mentor-educators and speak to the meaningful lessons that each has taught me. As a young Black Man, I believe that this reality is rare.

I teach out of respect for those who taught me. If my tribe would not have seen qualities in me that I hadn’t seen in myself, then I wouldn’t be the passionate, creative, intelligent person that I am today. I carry their experiences with me. I lead; I teach to create other leaders. The knowledge that has been entrusted to me won’t end with me. I teach to learn.

The teachers who I admired taught well, and learned from their students also. Learning doesn’t stop when school ends. I teach to shift perspectives. I want to be the strong, positive, encouraging Black teacher who I wanted see as a young student. I teach to inform students that their possibilities are endless. I am thankful for those who’ve opened my eyes to doors that I hadn’t seen. They’ve also taught me life skills in and out of the classroom.

I teach to speak life into the minds of those who doubt know their own worth. A countless many spoke life into this once naive and doubtful mind. I intend on doing the same.”

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Kevin Coleman

“I think about all of the days I used to wake up to teach. I thought about why was I getting up to give my time and energy to my kids. It was as simple as this…. when I was a kid this was all I had to look forward to. When I was 9 years old I lost everything, I barely had clothes on back with nowhere to go and no place to live. At 9 I thought about some real realistic things, like what are the things that can’t be taken from me. The only thing I was left with is what I had in my head. What I had learned from years of school or just in life could not be taken away from me. I learned a lot in school and even after school. I’ve had life changing people come into my life through school that have shaped my thoughts, kept me away from negative things that I could have definitely easily have fallen into. I think about the very few black males that I’ve seen teaching. Most taught physical education class or in after school programs I attended. That doesn’t take away from the knowledge they gave me that I still hold onto today.

I learned both at 9, and again as a young adult, that there are things we can lose and things that can be destroyed every day. You can never let anyone destroy your mind. It’s the one thing that keeps you from doing right or wrong. Even today, I sometimes even hear the voices of my previous teachers in my head. They meant it when they said “I want you to succeed”.

I remember I was a part of an after school program called Big Buddy. It was a very inspiring program that I was extremely proud to have been a part of. I will never forget Mr. Joe and Mr. D. I was steady trying to get girls to like me but I would act out just like in school because I thought that girls liked the “bad boy” type. I remember Mr. Joe and Mr. D telling me that the kind or person you are will attract certain people. If you are bad and acting out you will attract negativity. If you want to attract positive people, people that will appreciate you, then you have to be smart. In simpler terms I heard, “don’t no girl want a dummy for a boyfriend.” So it’s things like that, the little wisdom that people people gave me that helped me get through life. That’s what I want to give and share with those I teach.”

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Labert Twiggs

“I remember growing up and hearing how people would always say the school district next to mine had better education then the school district I was in. People would move into that school district or use other people’s addresses so that their children could attend school in that “better” district. My thought process was, shouldn’t we all be able to receive quality education no matter where you live. Then I remember when I first got to college and I felt so unprepared for it, not knowing how to study, not knowing time management, or even fully understanding office hours. This is when I knew I needed to be a teacher. To help give quality education to students no matter what zip code they live. To help prepare students for college and remind them of the greatness inside of them. I teach so that students can enter the real world with the best chance of success possible.  I teach so my students will never forget how powerful they are. I teach so they can help create a brighter and better future. I teach so that I can be a light to my students and help them recognize the light inside of each of them.”

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Mason Ceasar

“I’m Mason Ceasar and the reason I teach is a simple one. First let me explain what the term teacher means to me. It means being an educator and/or a life coach. Because being a teacher is more than just what you do and who you are in the classroom. It’s who you are as a person outside of the classroom and your ability to bring that identify into the classroom. Living your life and being able to show others that they too can live the lives they want to live. I encourage my students to believe that nothing should be able to hold them back. They shouldn’t be judged and defined based on their past. It’s about who they want to become. I share with them what I’ve learned and show how it’s relevant and how it pertains to their lives. Doing this allows a teacher to coach their students through any obstacles in life.

While I live my life outside of the school walls, I learn, I ball, I motivate, I experience, I assist, I love, and most importantly I live. Living my authentic allows me to be the type of classroom educator that gives my best self to students, and brings them a new dynamic not only as their teacher but as a person. I feel being called a teacher or professor is only the title given to an individual who is placed inside the classroom but what about those individuals who are outside the classroom educating the next man? As an educator I I believe that it is a gift to be able to reach and communicate with different types of people, ethnicity’s, cultures and even age groups. So why do I teach, coach, and call myself an educator? Because I’m just crazy enough to believe I have that gift. And if you believe you have a gift or talent at something to not just potentially be good but great, wouldn’t you want to use it?”

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Vince Vance

“I teach because I see it as a continuation of some of the work I was doing in college with multicultural studies and justice work. Teaching is a great space within the social justice movement and I see it as a crucial part of that movement. If we can combat toxic behaviors and problematic patterns from an earlier age, we can give kids tools that I didn't have access to until college. We can give them means to confront and healthily live with mental health situations, we can empower women (especially young women of color) to take up more space and be more confident and teach them to support each other. I have also had some pretty great teachers in my life and so I want to act as a mirror reflecting the light they shed on me. I also just really like youth culture and think I can act as an intermediary to bring more culturally and identity relevant pedagogy into school. Ultimately it also helps me to stay active and sharp with my own journey for knowledge.”

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Antoine King

“I teach because I recognize the disparities in education across African American communities in the United States. As a kid, I lived in many different low-income neighborhoods where the education system was inadequately funded, schools had limited resources, and the teaching staff lacked male presence. All of these factors contribute to many African American males feeling trapped with no way out of their situation, unless they play sports. They lack the confidence in being able to use their mental capacity as a way to get out of their environment and develop ways to return and influence their community in the future. I am a teacher to serve as living proof that education is a way out, and that you too, can make a difference.  I truly believe I get to change the world every day that I am in front of children guiding their thinking.

In addition, when I was growing up I did not have a father figure around. I think this shaped part of who I am. I want students to have a positive male influence in their lives. I am often a substitute for a dad and the rapport I have with students is one of the main reasons I stay in education. I want to continue to be a father figure to those that need it.

Most importantly, I teach because I am saddened by the inequities in education. Just because students are black, Latino, or have a disability, it does not mean they cannot achieve high expectations. As a teacher on the south side of Chicago, I have managed to create a culture with high student engagement, rigor, and academic growth accountability. The students have managed to grow 300% in one academic year in reading. This is why I teach! African American males need to see their own in a different context to gain a sense of self-worth and believe that people that look like them can be successful!”