Breaking Barriers: Understanding Why Boys Avoid Teaching and How to Change That

The article explores why boys avoid teaching careers and highlights successful programs promoting male educators, emphasizing the need for representation and financial incentives.

On October 15, 2024, Me’Kenzie Square-Ward, a 17-year-old from Smyrna, Delaware, took part in an internship at Clayton Elementary School, connecting with a group of fourth graders.

This experience is part of a career pathways initiative at his high school, aiming to spark interest in teaching—particularly among boys from diverse backgrounds who often don’t see this profession as a viable choice.

Engaging Young Male Interns

In a quieter part of Smyrna High School, Genny Willis, the Teacher Academy head, fostered a lively discussion among seven senior boys who are in the midst of their teaching internships.

They shared stories that extended beyond weekend sports and video games, reflecting on the challenges and victories they’ve faced in the classroom.

Willis encouraged each of them to recount a memorable struggle during their teaching experiences.

Me’Kenzie spoke of his interactions with a student facing learning challenges, highlighting how patience and a willingness to adapt can be crucial.

He shared how a paraprofessional’s advice transformed his approach.

Warren Coates, another aspiring teacher, regaled the group with a tale of how a backflip managed to soothe a distressed first grader, finding joy and creativity in engagement.

Initially reluctant to consider teaching, Warren now hopes to coach wrestling and teach social studies to high schoolers, thanks in no small part to supportive mentors like Willis who recognized his potential.

The Broader Picture

So far this year, the seven boys—including five students of color—make up a significant cohort in a field where men traditionally represent less than a quarter of the teaching workforce.

Typically, the Teacher Academy features only about four male interns, so this group stands out as a notable success.

However, the overall national picture remains concerning.

Male representation in K-12 education has been on the decline for over three decades, plummeting from 30% in 1987 to just 23% in 2022, according to federal data.

Most male educators are found at the secondary school level, where they make up 36% of the teaching personnel, compared to a mere 11% in elementary schools and less than 3% in preschool programs.

Alarmingly, Black male teachers account for just 1.3% of the overall teaching staff.

This persistent gender disparity reinforces a cycle that dissuades boys from pursuing teaching as a career.

Many boys often overlook this profession unless encouraged by respected figures, underscoring the critical role of representation.

Girls frequently dominate perceptions of teaching as a “female” career, a tendency similarly seen in roles within caregiving sectors such as healthcare and education.

Impact of Role Models and Financial Considerations

Financial considerations also shape boys’ perceptions about teaching.

Research shows that in countries where teacher salaries are higher, boys are more likely to consider teaching a valid career choice.

This suggests that viewpoints regarding financial compensation can significantly impact interest in the profession.

Despite the decrease in male teachers corresponding with a rise in boys’ academic struggles, establishing a clear link between these two trends proves complicated.

Richard V. Reeves from the Brookings Institute argues that increasing the number of male educators could address some issues, as they often resonate more with boys’ experiences in school, particularly regarding concentration challenges.

Reeves also points out that male teachers can be essential role models for boys who may lack such figures at home.

With data revealing that more than 20% of children live in households without an adult male, this aspect becomes increasingly vital.

Research indicates a “role model effect,” demonstrating that students thrive when they have teachers who mirror their own identity traits, be it gender or race.

However, studies examining the overall influence of male teachers on student performance yield mixed results.

That said, the role model effect appears particularly significant for Black male students, who often have fewer educators sharing their racial background.

A noteworthy study by Johns Hopkins University in 2017 tracked over 100,000 Black students in North Carolina and found that having a single Black teacher in elementary school markedly reduced dropout rates for Black boys, especially those from low-income families.

Meanwhile, advocates like Julius E. Davis are working tirelessly to elevate the numbers of Black male educators, leading recruitment initiatives at Bowie State University.

Davis expresses concern over the lack of encouragement for Black boys to consider teaching, often stemming from negative educational experiences that color their view of the profession.

Many Black students envision teaching as a means to transform narratives and enhance the educational journeys of their peers.

Disciplinary biases can also contribute to the phenomenon, as studies suggest that teachers may act more harshly towards boys, particularly in female-led classrooms where boys may be perceived as more disruptive.

Findings from recent surveys confirm these insights, indicating that perceptions of classroom environments haven’t changed significantly in nearly three decades.

Still, male educators often report a high level of job satisfaction, describing their teaching roles as deeply rewarding.

David Buskirk, honored as Allegany County Teacher of the Year for the 2024-25 academic year, passionately shares his journey, expressing gratitude for the opportunity to fulfill his lifelong dream of educating others.

As the discussion wraps up, Warren reflects on his newfound passion for teaching, which he discovered through his wrestling coach, who also teaches at Smyrna High School.

Grateful for the guidance of supportive educators, Warren now aspires to make a lasting impact on future generations.

Source: Edweek