A widely held belief is that positive black role models—mainly black male teachers—can assist black youth to achieve higher levels of education and life success. Yet, little research explores the experiences of Toronto black male teachers as both professionals and potential role models. My research examines the following: How do black male teachers in Toronto experience their education environments (e.g. students, colleagues, administrators and local communities)? How do black male teachers understand the intersection of race and masculinity in their teaching experiences? What are the perspectives of black male teachers on any existing and needed support systems in Toronto schools?
