Never in a million years did I imagine that when my pen hit the pad this morning that a rhythmic saying from Jesse Jackson, an individual that I have always considered Black America’s Dr. Seuss, would emerge. By the time that you finish reading this posting, I hope that you will understand why Jesse Jackson’s rhyme of “If they can’t see it, then they can’t be it” appears on this page.
I am certain that you are puzzled about the catalyst behind my use of the words of Black America’s Dr. Seuss this morning. Well, I will tell you that Jesse Jackson’s words illuminate a recent Johns Hopkins University study. The information shared below is nothing new to Black folks.
Having at least one black teacher in third through fifth grades reduced a black student’s probability of dropping out of school by 29 percent, the study found. For very low-income black boys, the results are even greater – their chance of dropping out fell 39 percent.
As mentioned above, the correlation between Black teachers and Black student success is commonsensical. I would venture to guess that any Black educator can tell you that the most significant indicator of student success are not school facilities or classroom materials, the wisest among us understand that the most important factor in the education of Black children is the person standing in the front of the classroom. Simply put, if an educator believes that their students can learn, they will learn.
It is foolhardy in every way to argue against research displaying the phenomenal impact that a single Black educator has on the life of young Black males. In an era of hashtags, it is obvious that #BlackTeachersMatterMightilyToTheFutureOfBlackBoys.
As I have written in this space for several years, no one is coming to save Black folks. Hence, it is crucial that Black America begins creating reliable paths for the creation of Black teachers, particularly males, to work with our children during the formative elementary school years. Black America’s failure to strategize around information that contact with a single Black teacher for Black boys from low-income environments reduces their chances of dropping out by 39% is an unconscionable dereliction of duty. We must address this need in an uncommon manner that uplifts Black children and therefore our community in a significant manner.
Now, a discussion of an acceptable curriculum is a discussion for another day.
James Thomas Jones III, Ph.D.
©Manhood, Race, and Culture, 2021