What If... Diversity, Equity, and Inclusion Were a Call to Action to Increase Representation of Black Male Artist–Educators?

EMPLOYEE recruitment; TEACHER training; SECONDARY education; BLACK artists; QUALITATIVE research; SOCIAL marginality; DIVERSITY & inclusion policies

This article focuses on addressing the underrepresentation of Black male artist–educators (BMAE) in K–12 public education through diversity, equity, and inclusion (DEI) initiatives. It highlights the need for targeted recruitment, enhanced preservice preparation, and the creation of affirming communities to support Black male educators in art education, where they currently comprise less than 2% of teachers. The article advocates for arts-informed research and multimodal artmaking as tools for resilience and self-care among BMAE, emphasizing the importance of communal support to combat isolation and burnout. It also suggests that partnerships between art education organizations and existing programs could expand pathways for Black males into the teaching profession, ultimately fostering a more inclusive and representative educational environment. [Extracted from the article]

Copyright of Art Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)