Reaching back to lift up: examining the impact of mentoring on the career sustainability of African American male K–12 educators

Purpose This study investigated the perceptions of African American males (n = 11) who had both positive and negative mentoring experiences as K–12 professional educators. The overall aim of this paper is to investigate the mentoring components capable of promoting the retention of African American male educators in K–12 settings. Design/methodology/approach A qualitative phenomenological approach was employed to better understand the mentoring experiences of African American male educators. Data were obtained by way of semi-structured interviews conducted with study participants. Findings Results revealed three key findings relative to the mentoring of African American males in K–12 educational settings. Study participants noted (1) the importance of mentor–mentee fit, (2) the level of investment from the mentor in the mentee and (3) the strategic coaching of the mentor as aspects essential to the career sustainability of African American male educators. Practical implications While some attention is afforded to the development and strengthening of the professional/educational pipeline for African American males in K–12 education, scant attention is devoted to the career sustainability of African American males in education. Research shows that effective mentoring can help educators stay in the field. This study illuminates effective mentoring tenets from a culturally relevant perspective capable of increasing and retaining the number of African American males in K–12 education. Originality/value Most literature surrounding African American males in K–12 education tends to focus on their impact on students or how to increase their representation in the profession. These two foci leave gaps in terms of career sustainability for these educators. By focusing on this latter point, this study seeks to extend knowledge on how we can leverage mentoring as a mechanism for retaining African American males in K–12 education.