Black.Man.Teach.

Kareem Hall

"Growing up in Jamaica, I wanted to be a teacher, but never saw any men in that position. Moving to the states in the fifth grade, I saw the same thing. I teach for many different reasons. One way is to build my students' confidence early. Growing up, I didn't have my first Black male educator until I was in the seventh grade. I saw the effect of that in my grades. That was the first time I had good grades on my report card since moving here from Jamaica! From there it was all good news. I started to have more confidence in my academics. Being with my students in the classroom, I do not just teach them lessons. I am shaping their lives. One of the reasons I became a teacher is because I wanted to be the role model I saw in my classroom and bring that same energy to elementary school.

It is very rare to see a Black male educator in elementary schools. It is rarer for young men in these grades to see someone like them in this role. The representation really does matter. It shows my students that education isn't just something they participate in; it's something they can lead in. It helps them see that Black men belong in spaces of learning, mentorship, and care, not just in entertainment or athletics.

Christopher Andrew Townes

Erroll Worrell

“It is my belief that all people, in their spirit, are charged with two distinct purposes:

Learning about, caring for, and ultimately subduing the earth and all things in it.

Loving and compassionately caring for others.

These spiritual mandates come with the implicit requirement of having a functional and loving knowledge of people, of the earth, and of the principles by which both are governed.

Teaching is how we cultivate this sense of purpose along with the functional knowledge of how to fulfill it in others. I teach because teaching is the love offering that I offer back to the communities that invested in, sacrificed for, and loved me unconditionally into who I am when I was in my youth. To these communities and spaces, I owe the willing debt of sharing the principles of kindness, community, service, and curiosity.

I believe that education, if pursued with the inclination toward equity, justice, and civic duty, and not merely as a means of individualistic self-fulfillment, operates as a form of sanctuary and of moral and philosophic incubation. We have the privilege of participating in the development of young, still-forming minds which have not yet been influenced by the culture of arbitrary material gain, the insatiable pursuit of things at the cost of morals and people. It is these forces that have created the adverse economic, social, and spiritual conditions in our communities.

In my classroom every day, we teach math, narrative, and reading comprehension. These subjects are not just elementary, foundational components for further education, nor are they solely a foundational structure for scholars pursuing personal achievement in college. Rather, they also serve as the means through which students develop a greater sense of purpose and the emotional, mental, and social tools necessary to serve their communities.

When held with the intention of serving humanity, we understand that reading comprehension, at an early age, sets the foundation for active listening, emotional intelligence, and peaceful conflict resolution skills, which are immensely necessary for personal and professional relationships. We understand that mathematics, both in practical application and in theory, serves to cultivate in the minds of our youth key critical thinking skills, flexibility, open-mindedness, and pragmatism. We understand, by and large, that readers are leaders, that reading forever remains at the helm of emotional, mental, and psychological growth and development.

Equel Easterling

"I teach because I believe in the transformative power of education—not just as a means to academic success, but as a force that shapes character, unlocks potential, and empowers students to change their futures. My journey as an educator is deeply personal. I stand in the same city where I grew up, within the same school network that shaped me, now committed to ensuring that the next generation has access to the same, if not greater, opportunities for success.

At the heart of my work are three core pillars: academic excellence, discipline, and confidence—values that I strive to instill in every student who walks through my doors. Academic excellence is not just about mastering content; it’s about developing a mindset of curiosity, resilience, and a hunger for learning. I push my students to think critically, challenge themselves, and see mistakes not as failures but as stepping stones to mastery. Whether through data-driven instruction, targeted reteach lessons, or holding high expectations, my goal is to cultivate scholars who are prepared to excel beyond the classroom.

Discipline is the bridge between potential and achievement. I know firsthand the role structure and accountability play in success, and I work to ensure my students understand that greatness is built in the daily grind. Whether in academics, character, or personal growth, I believe in teaching students how to show up, stay focused, and push through challenges—because the habits they build now will carry them through life.

But knowledge and discipline alone are not enough. Confidence is what transforms ability into action. Too often, students from communities like mine doubt their worth or question if they belong in spaces of power and influence. I teach to make sure they know they do. I want my students to see themselves as future doctors, lawyers, entrepreneurs, and leaders—not just as dreamers, but as doers who are fully equipped to take their seat at the table. Through intentional affirmations, leadership opportunities, and fostering a culture of self-belief, I strive to build young people who walk with purpose and own their brilliance.

I teach because I see myself in my students. I know their struggles, I recognize their potential, and I understand what it takes to overcome obstacles. I am committed to making sure that when they look back, they can say that someone believed in them, pushed them, and never let them settle for less than their best.

D'Moi Rouse

"My high school’s motto was “To Excel Always.” But even deeper than that, my alma mater’s mission is to ensure students become responsible, productive citizens and lifelong learners, able to function at optimal levels in higher learning, careers, and a global society. Real-world applications of these values were modeled to me daily by my French teacher, who was fluent in three different languages and exposed me to the richness of experiencing other people’s culture and cherishing the similarities as much as the differences; by my kindergarten teacher, who I got to see as recently as last April 2024, who instilled in me an appreciation for my inquisitive nature and advocated for my desire to always want to learn; and especially by my mentor, who was a retired educator and a policymaker back home in the US Virgin Islands, who promoted social awareness, responsibility, and service among the youth because she was big on the youth having a voice and using that voice to be present in their communities.

Carl Monde

“I teach because I want to be the kind of person I needed when I was younger. Growing up, I didn’t always feel seen or cared for in school. There were days when I felt invisible, and I never want any child in my classroom to feel that way. I teach, making sure my students feel safe, loved, and important—because they are.

Being a positive role model, especially for Black children, means everything to me. Our kids deserve to see someone who looks like them, believes in them, and reminds them every day that they are enough. I want to challenge the stereotypes that try to put limits on what they can do or who they can become. My job isn’t just to teach reading and math—it’s to build confidence, show them they matter, and help them dream big.

I teach because every child, no matter where they come from or what their home life is like, deserves access to a quality education. I don’t care what’s in their backpack—I care about what’s in their heart. And I’ll always meet them with love first.

I want to be part of their journey—not just the good days, but all of it. The tears, the triumphs, the silly moments in between. I want to give them a voice, make space for who they are, and remind them they’re never alone.

Nathaniel S. Courtney

“I am Nathaniel S. Courtney Jr., AKA Nate Turner, and I teach because it is my firm belief that all students, regardless of race, religion, or socio-economic status, have the ability to learn and to become productive citizens who make meaningful contributions to society. I believe that all children deserve a quality education from sincere, caring, and qualified teachers who encourage students to maximize their potential and live out their true, divine purpose! Any adult who steps foot into the halls of an institution of learning should be genuine, passionate, and dedicated to the service of leading, motivating, and inspiring our youth through educational empowerment. As a proud African-American father, activist, artist, educator, and entrepreneur who is passionate about knowledge of self, history, family, music, and education, my purpose in life is to help others discover their true, divine mission, and lead a life filled with purpose and to leave a lasting legacy and mark on this world.

Growing up in Florida and spending summers in Brooklyn, I learned early on that it’s the “same game” being run on Black and Brown communities, no matter the region in which you live. When I was stopped for “walking on the wrong side of the road” in my neighborhood in Florida, I quickly made the correlation between that experience and the time I was “stopped and frisked” in New York City. The first time I met the police was when my cousin was stopped and detained. One of the officers saw me crying and offered me a cookie. Interestingly, while the cookie seemed like a nice gesture, I distinctly recall how my cousin and the other adults in the car were treated.

Dennis Ibude

Aaron J. Griffen, Ph.D.

Dhiyaa-Ud-Deen Abdullah

Curtis F. Lawrence, Jr.

“College happened a long time ago, but I clearly remember when I graduated from college, there were over 50 members of my family there cheering and screaming my name as I walked across that college stage to receive my degree. As I look back, I ask why was it such a big deal? Was it because I was the son of a father who was a farmer and never finished middle school? Was it because I was the first male on either side of my family to attend and graduate from college?

In middle school, I recall during graduation practice, the Assistant Principal called several names of Black and Latino males, and told them to stand up. Then, in front of everyone, he told them to get out because they were not graduating.  In high school (a well-known high performing high school in NYC) I applied to about 12 different colleges, and my college counselor told me that college wasn’t for me. She told me that I would not get into the colleges I applied to so I should consider getting a job after high school because I wasn’t college material. Despite this, I was accepted to multiple colleges and attended Syracuse University. I didn’t stop there, and after college I went back to school for two Master’s degrees, one from Southern Illinois University on full scholarship, and one from Baruch College in New York City. As a result, many doors opened for me that as an African American male would have never opened.  

Had I not gone to college, I would have not become a teacher and would not have had a student named B.D. whom I still mentor today. He grew up never knowing his father, and his mother was a drug dealer that died when he was in 5th grade. He bounced from house to house and was even homeless in 7th grade. Well, Darren with support from me, and from the school, went on to a boarding day school via A Better Chance, received a full scholarship to Stanford University and a law degree from Harvard.  This is why I teach.

Had I not gone to college, I would not have had the opportunity to teach and mentor RDX, whose parents migrated from D.R. and only spoke Spanish, and grew up in extreme poverty.  RDX got a full scholarship to Harvard and became a business mogul and then retired his father and bought his Dad his own grocery store. This is why I teach.

Tyler Baker

“They say it takes a tribe to raise a child. My tribe consists of my loving family, wise mentors, challenging coaches, and intellectually diverse peers. The time that they invested in my life has helped me become the well-rounded individual I am today. My tribe has helped me develop love for music, sports, cooking, family, and reading. I am fortunate to be able to list 25 mentor-educators and speak to the meaningful lessons that each has taught me. As a young Black Man, I believe that this reality is rare.

I teach out of respect for those who taught me. If my tribe would not have seen qualities in me that I hadn’t seen in myself, then I wouldn’t be the passionate, creative, intelligent person that I am today. I carry their experiences with me. I lead; I teach to create other leaders. The knowledge that has been entrusted to me won’t end with me. I teach to learn.

The teachers who I admired taught well, and learned from their students also. Learning doesn’t stop when school ends. I teach to shift perspectives. I want to be the strong, positive, encouraging Black teacher who I wanted see as a young student. I teach to inform students that their possibilities are endless. I am thankful for those who’ve opened my eyes to doors that I hadn’t seen. They’ve also taught me life skills in and out of the classroom.

Kevin Coleman

“I think about all of the days I used to wake up to teach. I thought about why was I getting up to give my time and energy to my kids. It was as simple as this…. when I was a kid this was all I had to look forward to. When I was 9 years old I lost everything, I barely had clothes on back with nowhere to go and no place to live. At 9 I thought about some real realistic things, like what are the things that can’t be taken from me. The only thing I was left with is what I had in my head. What I had learned from years of school or just in life could not be taken away from me. I learned a lot in school and even after school. I’ve had life changing people come into my life through school that have shaped my thoughts, kept me away from negative things that I could have definitely easily have fallen into. I think about the very few black males that I’ve seen teaching. Most taught physical education class or in after school programs I attended. That doesn’t take away from the knowledge they gave me that I still hold onto today.

I learned both at 9, and again as a young adult, that there are things we can lose and things that can be destroyed every day. You can never let anyone destroy your mind. It’s the one thing that keeps you from doing right or wrong. Even today, I sometimes even hear the voices of my previous teachers in my head. They meant it when they said “I want you to succeed”.

Labert Twiggs

Mason Ceasar

“I’m Mason Ceasar and the reason I teach is a simple one. First let me explain what the term teacher means to me. It means being an educator and/or a life coach. Because being a teacher is more than just what you do and who you are in the classroom. It’s who you are as a person outside of the classroom and your ability to bring that identify into the classroom. Living your life and being able to show others that they too can live the lives they want to live. I encourage my students to believe that nothing should be able to hold them back. They shouldn’t be judged and defined based on their past. It’s about who they want to become. I share with them what I’ve learned and show how it’s relevant and how it pertains to their lives. Doing this allows a teacher to coach their students through any obstacles in life.

Vince Vance

Antoine King

“I teach because I recognize the disparities in education across African American communities in the United States. As a kid, I lived in many different low-income neighborhoods where the education system was inadequately funded, schools had limited resources, and the teaching staff lacked male presence. All of these factors contribute to many African American males feeling trapped with no way out of their situation, unless they play sports. They lack the confidence in being able to use their mental capacity as a way to get out of their environment and develop ways to return and influence their community in the future. I am a teacher to serve as living proof that education is a way out, and that you too, can make a difference.  I truly believe I get to change the world every day that I am in front of children guiding their thinking.

In addition, when I was growing up I did not have a father figure around. I think this shaped part of who I am. I want students to have a positive male influence in their lives. I am often a substitute for a dad and the rapport I have with students is one of the main reasons I stay in education. I want to continue to be a father figure to those that need it.