Black Masculine Caring and the Dilemma faced by Black Male Leaders

Abstract

The status of Black males in schools and society continues to be concerning, as Black males appear to fall behind other groups in almost every arena, particularly educationally, socially, and professionally. Yet despite their social standing, Black male administrators are often placed in, and have taken on, the charge to serve in high need schools where they oversee the education of Black males and other disadvantaged students. Therefore, there are many Black male students who have Black male administrators. This places them in a position to make a difference in lives of the Black male students and the other students they serve from less privileged backgrounds. This conceptual article discusses the professional challenges faced by Black male leaders and how they choose to lead schools despite these challenges. Tenants of the Black Masculine Caring (BMC) framework are introduced which illuminate ways in which Black male administrators practice interpersonal and institutional care, and how the way they care for students impacts school culture and climate. This article contributes to the literature on school leadership, as all school leaders, regardless of their race, or the race of their students, are expected to maintain positive school cultures and climates in which students are emotionally supported (Blankstein, 2004; Murphy and Torre, 2014). Implications for educational administrators are discussed.