Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

Abstract

Purpose – There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions. Design/methodology/approach – This mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years. Findings – Measures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time. Originality/value – The intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.

Keywords

• African American and Latinx math teachers
• Coaching
• Mentorship
• Wellness
• University-school partnership