Guiding Light: Counterstory and Literature
- Ugochi Emenaha
- Mar 27, 2023
- 7 min read
Counterstory Excerpt “We don’t have to go to the same place every time,” Isaac shouted as he grabbed his empty lunch kit. “Yeah—yeah, I know, but I’m old enough to make decisions for everyone in this school—so we are going to Sharp Cuts,” Mark replied. It was a “real” Friday tradition that the men from Green Way Middle School would meet a few of the other teachers at a barbershop to catch up. “Real” Fridays meant that two things had occurred: Friday was payday, and the next week (or following Monday) was a holiday. Although the men in the district had been doing this for a while, the numbers began to decrease. The school had seen a fair share of discipline issues and changes in administration. These changes, combined with the COVID-19 pandemic, brought the number of black men at Green Way down to two. The men decided to invite two teachers from a neighboring school district on the “other side of the tracks.” They all met at a professional development program offered by the city of Houston last summer. When the two Green Way teachers walked in, John and Paul were already seated, mindlessly scrolling through their phones. “Aye! Y’all aren’t checking your emails—we just left school?” Mark yelled. Everyone in the shop looked up and laughed. Mark was a fixture here like he was at his campus. John and Paul stood, and they all greeted each other with the pat on the back half-hug that most black men used to greet familiar friends. “Naw, I’m not checking my email—I’m just worried about a student on our basketball team. He has not shown up to school. I’m wondering if I should just go to his house,” John said. Isaac chuckled and said, “Okay, that’s a question for an old head like Mark. So, I’m going to hop in the chair and let him give you the answer to that.” Mark began to explain to the gentleman that are three reasons we become teachers, and they all have to do with who we are as cultural role models. First, Mark shared that he relies on his fellow campus teachers. He also shared that they rely on him. Not just for discipline. They trust me, so they ask me anything—and so do the kids. The fact that you are thinking about checking up on this young man means that you are entering into the second stage—mentoring. You’ve been a friend to the teachers, and the students see that I wouldn’t be surprised if you get to his house because I know you will go that he doesn’t flinch when he sees you at the door. And that’s the last part. You’ve become a father figure.” Now I’m not saying you’re their daddy or anything. I am saying that you are part of their family. And would a family member check on another member if they were worried? All the men nodded. “Well then—you have your decision.” The purpose of this case study is to give a voice to an underrepresented group in a way that shows the emotions and experiences that impact their daily teaching experiences. This case study shows the need for connection in the teaching profession and the extent to which teachers will find opportunities to make these interactions happen naturally. Conclusion Teachers are a necessary part of a functioning society. Diversity within the teaching field helps add to the functionality of our society by showing students role models that look like them. In this case study, readers were given a glimpse into the minds of four teachers to find the motivation behind their content and grade level choices. African American male teachers should be disbursed amongst all grade levels in K-12. It is important to understand why African American male teachers choose their content and grade level to teach so that administrators can effectively recruit and retain teachers. The findings of this study suggest that teachers do not become mentors, but rather mentors become teachers. The findings suggest recruitment should focus on college students that show a propensity for mentorship in their current activities. In addition to recruiting or sustaining African American male teachers, administrators must provide opportunities for mentorship (informally and formally) between teachers and students. Lastly, teachers need opportunities to connect with their peers on academic and behavior issues.
APPENDICES
Figure 3. Recruitment through a Facebook wall post.
Page 1:
You are invited to be part of a research study. This consent section will help you choose whether or not to participate in the study. By completing this survey, you are acknowledging your consent to participate and share information for research purposes only. You will be given a pseudonym and all identifying factors not necessary for research will be removed. Pseudonyms for schools will be given, but district names will remain the same.
Things you should know:
· The purpose of the study is to understand the factors that Black males consider when choosing to teach
· In order to participate, you must be a Black male who is currently teaching.
· If you choose to participate, you will be asked to fill out an initial interview questionnaire and record a zoom interview. This will take place during the 2020-2022 school years.
· Risks or discomforts from this research include y are not greater than everyday life
· The possible benefits of this study include sharing your story to understand to help shed light on your experiences.
· Taking part in this research study is voluntary. You do not have to participate, and you can stop at any time.
· Feel free to ask if anything is not clear in this consent form.
By selecting next, you are consenting to participate in this research study.
Page 2:
1. What should I know about you?
2. Where did you find your desire to teach this year?
3. What prompts you to return next school year?
4. Why are you a teacher? Who or what inspires you each day?
5. What is your teaching philosophy?
1. What grade level do you teach? What content area?
2. Why did you choose to teach in a K–8 classroom?
3. What role does your race or gender play in your choices around teaching?
4. How long have you been teaching? Current subject? At your current school?
5. What (if any) position did you have before coming into the teaching career?
6. What prompted you to start teaching? What prompted you to choose education as your major?
7. Do you serve in any other roles at your current campus?
8. Do you feel that you can seek support from your colleagues?
9. Do you believe that your colleagues feel comfortable to ask you for support (disciplinary and academic)?
APPENDIX D
Instruction: There is a theory called 'otherfathering' that states that black males use methods to build father-like relationships with students. These methods could be music (specifically hip hop), sports, culture or any link between the mentor (you) and the student.
1. What are your thoughts on this?
2. What do you use to relate to students?
3. Do you see yourself as a father figure?
4. Are you an informal or formal mentor to black boys/girls on your campus?
5. Are you an informal formal mentor to other students on your campus?
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