Mentorship and Belonging as Drivers of Black Male Educator Retention

Dr. Dwan Anthony Jordon, Ed.D. | American University

Executive Abstract

This doctoral study examines how intentional mentorship and a stronger sense of belonging can support the professional growth and retention of Black male educators. Through a school-based intervention called Mentor Mondays, the study explored what happens when Black male educators are provided with an identity-affirming space for connection, reflection, guidance, and professional support.

Research Problem

Black male educators remain significantly underrepresented in education and often encounter professional isolation, limited access to meaningful mentorship, racialized workplace experiences, and unclear pathways for advancement. Although recruitment remains important, bringing Black men into education is insufficient if schools do not create the conditions that encourage them to remain, grow, and lead.

Methodology

Using a scholar-practitioner approach, the study implemented Mentor Mondays with six Black male educators in a specialized school setting. The intervention included four structured group mentoring sessions and individual follow-up conversations. Participant surveys, reflections, and feedback were used to examine changes in professional connectedness, sense of belonging, mentorship experiences, professional identity, and intentions to remain in education.

Major Findings

The findings showed meaningful improvements in the conditions associated with educator retention. Participants reported stronger professional connectedness and increased intentions to remain in the field, with targeted indicators improving by approximately 25–30 percent. All six participants identified the mentorship experience as a meaningful source of guidance, and five of the six reported growth in their professional identity.

The study does not claim that the intervention directly reduced actual turnover. Instead, it demonstrates that intentional, identity-affirming mentorship can strengthen several important conditions that influence whether Black male educators feel supported, valued, professionally connected, and willing to remain in education.

Implications for Education Leadership

The study offers education leaders a practical framework for moving beyond recruitment and addressing the institutional conditions that shape retention. School and district leaders can apply its lessons by creating structured mentorship systems, cultivating identity-affirming professional communities, strengthening belonging, and providing Black male educators with meaningful access to guidance and leadership development.

The central implication is clear: retaining Black male educators cannot be left to chance or placed solely on the educators themselves. It requires intentional leadership, supportive organizational structures, and cultures in which Black male educators can belong, develop, contribute, and thrive.