{"id":147,"date":"2026-06-03T09:43:54","date_gmt":"2026-06-03T09:43:54","guid":{"rendered":"https:\/\/usabusinesschronicle.com\/?p=147"},"modified":"2026-06-03T09:43:54","modified_gmt":"2026-06-03T09:43:54","slug":"real-men-teach-but-we-need-more-of-them","status":"publish","type":"post","link":"https:\/\/usabusinesschronicle.com\/?p=147","title":{"rendered":"Real Men Teach\u2014But We Need More of Them"},"content":{"rendered":"<div>\n<p>For several decades now, girls have been outperforming boys academically.\u00a0<\/p>\n<p>They earn\u00a0higher grades, are\u00a0less likely\u00a0to drop out, and are significantly\u00a0more likely\u00a0to attend college. Women now earn the majority of professional degrees, according to the\u00a0<em>Hechinger Report<\/em>, including\u00a060 percent\u00a0of master\u2019s and doctorates.\u00a0<\/p>\n<p>The growing gender gap in achievement isn\u2019t just bad for young men, it\u2019s bad for women too. Wages for less-educated men\u00a0are declining, with enormous implications for our nation\u2019s economic and political stability.\u00a0<\/p>\n<p>One factor that could account for these disparities in academic performance is the dearth of men in teaching, says Curtis Valentine, president of the just-launched Male Educator Network (MEN) and Policy Institute, an initiative of the\u00a0American Institute for Boys and Men<em>.<\/em>\u00a0According to the institute\u2019s research, just\u00a023 percent\u00a0of teachers are men, and only 6 percent are men of color.\u00a0<\/p>\n<p>Research shows that having a male educator can lead to better outcomes for boys in school, Valentine says. For instance, studies find that the gender gap in middle school English performance would\u00a0decrease by about a third\u00a0if half of English teachers were men. Another study finds that the\u00a0gender gap in school math performance\u00a0halved in 9th grade classes that were taught by a man.\u00a0<\/p>\n<p>But few men are choosing to become teachers, and many of those who do don\u2019t last. Valentine\u2019s mission is to understand why and to offer solutions for building a pipeline for men in teaching.\u00a0<\/p>\n<div>\n<div><iframe allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen=\"\" frameborder=\"0\" height=\"720\" loading=\"lazy\" referrerpolicy=\"strict-origin-when-cross-origin\" src=\"\/\/www.youtube.com\/embed\/zj9_bjMIuHc\" width=\"1280\"><\/iframe><\/div>\n<\/div>\n<p>In addition to his work at MEN, Valentine is director of the Future Learning Network at the Progressive Policy Institute and an adjunct professor at the University of Maryland. He\u2019s also the founder of Real Men Teach, a community of educators working to recruit and retain male educators of color. A former teacher, Valentine recently served as an at-large member of the Board of Education for Prince George\u2019s County Public Schools in Maryland.<\/p>\n<p>This transcript has been edited for length and clarity. The full interview is available at\u00a0Spotify,\u00a0YouTube,\u00a0and\u00a0iTunes.\u00a0<\/p>\n<p>***<\/p>\n<p><strong>Anne Kim: You and I were colleagues at the Progressive Policy Institute where you led the organization\u2019s work on K-12 education, but you\u2019re also a former teacher. I would love to hear about your experiences as a teacher. Whom did you teach? Where did you teach? And importantly, how many of your colleagues were men?<\/strong><\/p>\n<p><strong>Curtis Valentine:\u00a0<\/strong>A lot of the work I\u2019m doing now speaks to my experience in the classroom and what worked and what didn\u2019t. In many ways, what I\u2019m trying to create is a response to that experience. My first foray into education was as a Peace Corps volunteer. I was able to go to South Africa and work in a very rural community, with no electricity or running water.\u00a0<\/p>\n<p>It was an opportunity to understand how a country like South Africa uses education as a weapon. But the magic that happens when a student and a teacher come together and learn something new attracted me to profession. I returned after two and a half years and became a teacher at the Oxon Hill Middle School, where I was a language arts teacher.\u00a0<\/p>\n<p>At the time, I was the only male educator in my group, and while there was a male who was the administrator, I didn\u2019t work really closely with him. So I struggled. I struggled to show up for my students. I struggled to be myself and to connect with my coworkers. I was being challenged by students both intellectually but also in some cases physically. And so before the year was out, I left.\u00a0<\/p>\n<p>I eventually came back to education as a school board member in my local district, and one of the first things I did was think about how can we recruit more men teachers into our school district. That\u2019s where I started the first educator group, which eventually transitioned into the \u201creal men teaching\u201d movement.\u00a0<\/p>\n<p><strong>Anne Kim: How do you think your experience as a teacher would have been different had you had male colleagues around you? Would you have stayed in teaching?<\/strong><\/p>\n<p><strong>Curtis Valentine:\u00a0<\/strong>I wish I\u2019d had a community of men\u2014a man I could talk to and say, \u201cHey, I\u2019m going through this experience, are you too? Is it my fault or is it something that\u2019s quite normal?\u201d I wish I\u2019d had an older male mentor who could show me what the trajectory could look like, meaning, \u201cAll right, Curtis, I know you\u2019re in a classroom now, but here\u2019s a pipeline out of the classroom into administration, into leadership, intopolicy change.\u201d<\/p>\n<p>I believe I would have stuck around much longer if I\u2019d had colleagues who were at my level, but also a mentor who could help me navigate the profession.<\/p>\n<p><strong>Anne Kim: One of the reports that your institute has put out has some pretty remarkable statistics on the lack of gender diversity among teachers\u2014for instance, that just\u00a023 percent\u00a0of teachers in K-12 are men and only 6 percent of teachers are men of color, which is pretty shocking. I\u2019m wondering if you could speak to how that lack of gender diversity affects the experience of the students, especially boys and especially boys of color when they don\u2019t have somebody in the classroom in front of them who looks like them.<\/strong><\/p>\n<p><strong>Curtis Valentine:\u00a0<\/strong>I think it\u2019s intuitive to most people that having someone in front of you who looks like you helps you to connect with what they\u2019re teaching. When Black students have a Black educator, [the likelihood of student disciplinary action] goes down, the likelihood they go into college goes up, and the likelihood of graduating from college goes up.\u00a0<\/p>\n<p>Just having two educators of color can change a Black student\u2019s entire trajectory throughout life. When it comes to young boys, discipline issues go down, but also just the sense of what they can be, the sense of possibility is stronger. Male educators are all college graduates, so young boys are more likely to go to college if they have a male educator.<\/p>\n<p><strong>Anne Kim:\u00a0Just to add some additional context, there has been a lot of concern about the academic achievement of boys in the classroom relative to girls. Girls now make up the majority of college students. They now make up the majority of graduate students. When you look at test scores, girls are pulling ahead in achievement relative to boys. You already alluded to this, but it does seem like there\u2019s a pretty strong connection between academic achievement among boys and having more men in teaching.<\/strong><\/p>\n<p><strong>Curtis Valentine:\u00a0<\/strong>For generations, women were held back. Women in STEM were told that women are incapable of doing STEM or performing at a high level. We changed that with groups like the Society of Women Engineers, which did great good job of building community but also building research and policies andbreaking down all the systematic issues that kept women from getting into these spaces.\u00a0Now you see women kicking butt, as they should.\u00a0<\/p>\n<p>But now the question is where do men stand when it comes to leveling up to what young women have?\u00a0I have an 18-year-old son and a 16-year-old daughter and I see it in real time.<\/p>\n<p>She\u2019s interested in STEM. She wants to be a medical doctor. But she grew up in a household like mine that promoted that and said you could be anything. I\u2019m pushing my son to level up as well but to understand that there are obstacles that shape how he moves throughout the world. He has to understand that in order to be successful in school, he has to change how he shows up, particularly as a young Black man\u2014how he speaks and how people can perceive him as aggressive and how he\u2019s likely to be over-disciplined.\u00a0<\/p>\n<p>When you have men around him, they\u2019re less likely to over-discipline and also to understand that there\u2019s something that they could do that people not from his community can\u2019t.\u00a0<\/p>\n<p><strong>Anne Kim: Just to push back a little bit, wouldn\u2019t there be female teachers who say, \u201cI can do this too.\u201d What is so unique about having a male teacher that a female teacher can\u2019t do?\u00a0<\/strong><\/p>\n<p><strong>Curtis Valentine:\u00a0<\/strong>So my wife was having a medical procedure, and she was very clear about wanting to find a woman doctor, particularly a woman of color. And you\u2019ll see the research that when you have a medical professional who shares your background, the chance of you having a better medical outcome increases. That doesn\u2019t mean a man couldn\u2019t have done pretty well.\u00a0<\/p>\n<p>There are women who have been kicking butt in K-12 education, and they\u2019re the majority. If you\u2019re a man who finished high school and is going to college, the odds are there\u2019s a woman who actually helped you out, because it\u2019s the law of numbers.<\/p>\n<p>I think about Miss Trope, Miss Balltuck, Miss Nelson, Miss Davis. I had a handful of male educators help me out, but the majority of the ones who believed in me were women. That being said, what we\u2019re seeing with men both through the research, but also just anecdotally, is people responding back to us on a regular basis about what life has been like because of a male educator. They talk about the silent support that they get, which is a man just showing up.\u00a0<\/p>\n<p>I remember being an eighth grade teacher, and I would be standing there at cafeteria duty, just standing there, and I would have young men just stand next to me. They didn\u2019t ask for anything. It wasn\u2019t much of a conversation, but it was just sort of a presence. I don\u2019t know if they were smelling my cologne or looking at my clothes, but for a lot of them, it was the first time they were that close to a man where they felt safe, and they didn\u2019t have to defend themselves. I wasn\u2019t a guy who was trying to talk to their mother or someone in authority or a police officer.<\/p>\n<p>People would come up and tell [the kids], \u201cYou gotta sit down.\u201d I always said, \u201cNo, he\u2019s fine. He\u2019s fine. I\u2019m not bothered. He\u2019s not bothered.\u201d He\u2019s just trying to show up and connect with someone.\u00a0<\/p>\n<p>We have a generation of young boys who are really operating independently of mentors and men. Our work is part of a larger conversation around men in our communities through the work of [the\u00a0American Institute for Boys and Men]. But the number of young men who are looking for mentors is going up tremendously. At groups like Big Brothers, Big Sisters, the wait list for a Big Brother is three times longer than it is for a Big Sister. We have parents raising their hands and saying, \u201cMy son needs someone, whether it be in the classroom or outside of the classroom, to help shape how he is and shows up in the world.\u201d<\/p>\n<p>\u00a0At the same time, we have a male loneliness crisis. Men in my generation and maybe a generation before are isolating themselves. They\u2019re not going outside. know,\u00a0Scott Galloway\u00a0says 20-something-year-old men spend less time outside than prison inmates. Men aren\u2019t going outside even for an hour. They\u2019re not dating. They\u2019re not exercising. They\u2019re not joining softball leagues or bowling clubs. We\u2019ve been talking about this for a whole generation.\u00a0<\/p>\n<p>But the work of the Male Educator Network and Policy Institute is to create policies and advocate to state and local and federal agencies around the systems that have got us to this point.\u00a0<\/p>\n<p>And we\u2019re not just for classroom teachers. I\u2019m always very mindful of that. People say, \u201cI\u2019m not a classroom teacher, I can\u2019t be part of the Male Educator Network.\u201d I say, \u201cAre you a coach? Are you a mentor? Are you someone on Saturdays who has a leadership program for young men? Are you in front of young men and young girls on a regular basis trying to teach them how to show up in the world?\u201d\u00a0Then we want you. We want to create an army of men who are taking our communities back and saying, \u201cI know things aren\u2019t the way they\u2019re supposed to be, but I can step up and I have something to contribute because they need it and I need it too.\u201d<\/p>\n<p><strong>Anne Kim: Let\u2019s switch to policy. Your experience shed a little bit of light on why men aren\u2019t staying in teaching, but why aren\u2019t men going into teaching in the first place? And I preface this by saying it\u2019s not that men are absent from education altogether, because you do see men who are principals and superintendents. You see a lot of men who are professors, but why are men missing from K-12?<\/strong><\/p>\n<p><strong>Curtis Valentine:\u00a0<\/strong>Young men are not exposed or not introduced to teaching very early. They\u2019re not invited into teaching. In talks with a lot of men, they\u2019ll say the first time someone even asked them to become a school teacher was after they finished college. If you look at women, particularly white women, they\u2019re often approached about teaching very early\u2014third grade or fourth grade\u2014and they see that in their future. So young men aren\u2019t even seeing education as a profession at the time when they\u2019re preparing for high school and college.\u00a0<\/p>\n<p>Similarly, only one in three parents supports their child becoming a school teacher. That\u2019s all. I imagine when it comes to young boys, it\u2019s probably less. We have to deal with the structures that say \u201cteaching is for women\u201d or \u201cteaching in general is not something you want to do.\u201d\u00a0<\/p>\n<p>Finally, men aren\u2019t going to teaching because you have to have a college degree. Men are going to college less and less. So at places like Howard University, a great HBCU here in Washington D.C., only 18 percent of the students there are Black men. If you\u2019re dealing with a pool that\u00a0shallow, you don\u2019t have the men to\u00a0get into the pipeline.\u00a0<\/p>\n<p>But say you have a man who wants to be a teacher and has gone through college. The first two or three years is when you see the biggest drop-off of people who come in but then leave because they don\u2019t feel supported.\u00a0<\/p>\n<p>So for us from a policy perspective, how are we creating policies and systems that introduce young men to teaching sooner? There are high schools that have a workforce pathway to introduce men into teaching as early as ninth grade, where they\u2019re going to graduate with an associate\u2019s degree in early childhood and at least have something to start off with to move into high school.\u00a0<\/p>\n<p>We have a\u00a0national service idea where if you go to college and become a teacher, we\u2019ll pay for it. You have to give us five years in return. How are we transitioning folks who are mid-career? Did you do the Peace Corps like me? Did you do City Year or AmeriCorps? Are you a veteran? Were you a former [Division 1] athlete?\u00a0<\/p>\n<p>We\u2019re all hands on deck when it comes to this because we understand that there are attributes that athletes, veterans, and people in the national service could bring to teaching that our students need.\u00a0<\/p>\n<p><strong>Anne Kim: You recently released a\u00a0framework for action\u00a0that includes a lot of these ideas. If you had to pick a couple of priorities that you haven\u2019t mentioned so far that are realistic in the policy environment that we\u2019re in right now, in the political environment that we\u2019re in right now, what would those top two or so recommendations be?<\/strong><\/p>\n<p><strong>Curtis Valentine:\u00a0<\/strong>Well, I\u2019ll say to the political piece that I believe this is probably the most bipartisan issue out there. The majority of the people who support our work are actually women.\u00a0<\/p>\n<p>But we need moms who say, \u201cMy son is a teacher, and I\u2019m so proud of him.\u201d So we\u2019re going to have bumper stickers on people\u2019s cars that say that. We need to change the narrative 100 percent.\u00a0<\/p>\n<p>I also think\u00a0teacher apprenticeship programs\u00a0have a lot of promise because it\u2019s allowing men who may have not gone through the formal education process, but also men who are saying, \u201cI\u2019d love to do this, but I still need to make money,\u201d a way for them to get everything they need to get certified but also do so while they\u2019re being compensated.\u00a0<\/p>\n<p>I also see an emphasis on \u201cgrow your own,\u201d meaning, are there men already in the school building who aren\u2019t necessarily in the classroom on their own? Are there paraprofessionals? Are there substitute teachers? Are there bus drivers? Are there men who are sports coaches who come after school? There\u2019s some low-hanging fruit with men who\u2019ve already signaled that they support education and connect with students but need the formal training.\u00a0<\/p>\n<p>And then there\u2019s the work of programs like\u00a0Call Me Mister\u2014these cohort programs where you\u2019re bringing in a group of maybe five to 10 or 15 men into a college system, [helping to pay for their education], and then tracking them when they leave. This is a way to incentivize young men to go into teaching without much cost, but also to do it as a group. When you have that small community and that esprit de corps, that fraternity holds each other accountable.\u00a0<\/p>\n<p><strong>Anne Kim: How do you plan to tackle the prestige problem? I hate to say it, but teaching is a predominantly female profession, and occupational segregation is a very real thing. And pretty much every profession that is dominated by women also tends to be low prestige. So you have this chicken and egg situation where because there\u2019s not enough men, it\u2019s a low prestige profession. It\u2019s a low prestige profession, therefore men don\u2019t go into it. How do you elevate the prestige of teaching without also undermining the contributions of women?<\/strong><\/p>\n<p><strong>Curtis Valentine:\u00a0<\/strong>Great question. So\u00a0Real Men Teach\u00a0is a group I started years ago to address this narrative shift around pride and of being a teacher, but also to dispel myths about teaching. For instance, in a place like Maryland where I live, the starting salary is $60,000. That\u2019s in year one.\u00a0<\/p>\n<p>And if you do afterschool programs and extracurricular activities, and you\u2019re getting your step increases, you\u2019re at $75,000 probably within the first five years. Now if you marry someone who\u2019s also a teacher, that\u2019s $150,000. Now we\u2019re talking real money.\u00a0<\/p>\n<p>So I think prestige is about understanding the reality, but it\u2019s also around narrative shifting, particularly what parents believe about children being educators. Again, we want moms and dads saying, \u201cMy son\u2019s a teacher, and I\u2019m proud of it.\u201d<\/p>\n<p>I have big plans on how to really show up in popular culture, but also in social media, around what it means to be a male educator, and being an educator in general.\u00a0<\/p>\n<p>You know there was prestige [in being a teacher]. If you go back to the 1950s and 60s, when teaching was mostly male, men showed up in a suit and tie with their vest on. When it came to the civil rights movement, it was teachers, preachers, doctors, and lawyers. They were the middle class.\u00a0<\/p>\n<p>Individuals shape prestige, and I\u2019m a proud male educator. I get stopped every time I wear my\u00a0[\u201cReal Men Teach\u201d] t-shirt, and I get congratulated. I get asked questions, and I get head nods. And I get, \u201cWow, you\u2019re proud to be a teacher?\u201d Like, hell yeah, I\u2019m proud to be a teacher. And so we\u2019re going to put that pride back into it and that prestige. That prestige will allow us to demand more supports and more resources for educators, both in their pocketbooks, but also in the classroom.<\/p>\n<p><strong>Anne Kim:\u00a0\u00a0You\u2019re a one-man banner for narrative change on this. But you\u2019re pushing against the tide a little bit right now because you\u2019ve got this administration that\u2019s got a much narrower view of masculinity, right? And this is not just the administration, but it\u2019s kind of in the zeitgeist right now of people not going to four year colleges because we need more electricians and plumbers and more people in the military.\u00a0\u00a0Do you feel like you\u2019re swimming a little bit upstream by broadening the lens of what masculinity means to include teaching when the popular culture seems to have a very narrow lens on what \u201creal men\u201d do\u2014despite your t-shirt?<\/strong><\/p>\n<p><strong>Curtis Valentine:\u00a0<\/strong>I don\u2019t feel that. I think we get approached by both sides of the aisle about the need for men in our community to teach. Now what they want those men to say once they\u2019re in front of students could differ, but this is one thing where I think we\u2019re getting a lot more support. Our young boys are addicted to their phones, addicted to social media, addicted to pornography, sports betting, and all the things that are shaping how they see the world and how they operate.\u00a0<\/p>\n<p>We have to be very clear about the realities affecting men in this country, but we don\u2019t see it as zero-sum, where our gain is at the expense of women. The best quote I heard was from Governor Wes Moore, who says we can\u2019t have thriving women with struggling men.\u00a0<\/p>\n<p>Most women will tell you, \u201cI want my daughter to be as successful as she can be. But if she doesn\u2019t have the right partner, and the partner she\u2019s with is broken, and she\u2019s trying to put him together while she\u2019s also trying to work her way through medical school because he didn\u2019t have a male influence, didn\u2019t have structure, didn\u2019t have ways to communicate, didn\u2019t have community, and so he does things that aren\u2019t really healthy for him, then that will be something I\u2019ll regret.\u201d<\/p>\n<p>\u00a0This is something I\u2019ll be working on for the rest of my life as a dedication to my father and to the men in my life who were supportive of me. I wouldn\u2019t be here if it wasn\u2019t for men in my life who spoke to me. And I don\u2019t believe the next generation will either unless I do something about it.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>For several decades now, girls have been outperforming boys academically. One reason: a shortage of men in the classroom.<\/p>\n","protected":false},"author":1,"featured_media":146,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,6,8,5,2],"tags":[55],"class_list":["post-147","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-economy","category-foreign-policy","category-higher-education","category-podcast","category-politics","tag-tagged-academic-diversity-gender-gap-k-12-education-loneliness-male-loneliness-school-discipline-scott-galloway-teacher-shortages-women-in-stem"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Real Men Teach\u2014But We Need More of Them - USA Business Chronicle<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/usabusinesschronicle.com\/?p=147\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Real Men Teach\u2014But We Need More of Them - USA Business Chronicle\" \/>\n<meta property=\"og:description\" content=\"For several decades now, girls have been outperforming boys academically. 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