Male teachers of color take a lesson from each other

Abstract

The author tells of the experience of cofounding a group of male teachers of color within the Boston Teacher Residency program. The group’s theory of action was that professional development focused on addressing the unique challenges of male teachers of color would help these teachers develop tools and strategies to navigate their school environment. More importantly, these male teachers of color would be better able to focus on creating conditions that facilitated learning for students -- the majority of whom were of color and from working class families.