Research proves deeper connections happen between educators and students when they have shared experiences. For black male teachers who teach black male students in low-income communities, shared experiences mean connecting with the community where you teach outside the classroom. ​

 

Affluent educational stakeholders and non-minority demographics, who focus on curriculum before connection, often misunderstand the need for this kind of connection. Teachers who have the most significant relationships with their students are from the community but, most importantly, IN the community.

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Young black men who attend schools in these communities do not pledge loyalty easily, and simply being black isn't enough to assuage them into influential respect. Most teachers can teach, are familiar with their content, and treat students with respect but genuine connection and influence that inspires a young mind to incite itself requires more. ​

 

Nationally around 77% of teachers who teach in urban public schools live outside their school zones; this significantly contributes to the instructor-student disparities & generational disconnects that already plague school hallways. Teachers are often insulated from their students' poverty, economic stratification, and racial disparities that remain elemental to the student experience. Nonetheless, teachers are asked to build community with a classroom that lives in a different reality from their own.

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The Leaders To Learners housing grant is an innovative attempt to move black male educators into their districts, particularly those who teach the historically most at-risk students. It would align experiences and expectations, allowing for more informed and equitable learning. Giving the educator a jump start in building deeper connections and changing lives.