Strategies for Recruiting and Retaining Black Male Special Education Teachers

• Published in: Remedial and special education 2019-08, Vol.40 (4), p.236-247
• Main Authors: Scott, LaRon A., Alexander, Quentin
• Format: Article
• Language: English
• Subjects: African American Teachers; Black people; Distance learning; Diversity (Faculty); Educational programs; Grounded theory; Inservice Teacher Education; Labor force; Learning disabilities; Learning disabled people; Males; Men; Mentoring; Minority Group Teachers; Recruitment; Special Education; Special Education Teachers; Teacher Education Programs; Teacher Motivation; Teacher Persistence; Teacher Recruitment; Teacher Shortage; Teachers; Teaching; Teaching (Occupation)
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/0741932517732636

In 2015, the National Goals Conference for and with people with intellectual disability encouraged the field of special education to recruit and retain more Black teachers. In this grounded theory study, 18 Black men were interviewed to learn more about experiences surrounding recruitment and retention in special education teacher-preparation programs (SETPPs) and for teaching careers in special education. Findings led to the development of a theory based on three constructs: (a) motivations for becoming a special education teacher, (b) attractions to SETPPs, and (c) focused strategies for recruitment and retention that indicated several strategies that SETPPs and school divisions should consider (e.g., funding, distance education program, mentorship) when attempting to recruit and retain Black males into training programs and for special education careers. The implication for the special education teacher workforce and potential for future research are discussed.