Racially and ethnically minoritized students are now the majority in U.S. public schools. This demographic change, along with heightened attention to racial injustice and evidence regarding the importance of Black teachers, has renewed a decades-old push to increase their numbers. Redesigning teacher education and development to support the…

This qualitative study of 10 Black men who teach special education found that they experience their socialization into the profession by school leaders and other system-level influencers as both challenging and conflicting. Although past research demonstrates that Black men who teach special education face pressure to engage in noninstructional…

In this research article, Christopher J. Cormier analyzes interviews he conducted with five Black male US special education teachers to understand how they experienced social ties in the workplace. The interviews reveal the raced and gendered dynamics that complicated the interviewees' relationships with their predominantly White and female…

Ample research exists regarding various reasons special education teachers leave the profession, yet little attention is given to factors that promote professional persistence. The current study was used to address the factors that might encourage the persistence of Black special education teachers (BSETs), who face numerous challenges frequently…

Black teachers in Canada, Kenya, and the United States share how they have supported minoritized students, even as they themselves experienced marginalizing societal forces, and delineate three guiding principles for affirming the social-emotional and mental health needs of all learners.

Using racial formation theory as the ballast of this study, I interviewed seven Black men who were in preservice special education teacher preparation programs about what motivated them to enter the field. Data collection methods and analysis focused on participants' educational trajectories and introductions to the field of special education. I…