Black Male Math Teachers Influence on Student Retention
Location
Boston 2&3
Session Format
Presentation
Abstract
Black male teachers constitute only about 2% of the U.S. K–12 teaching workforce (U.S. Department of Education, 2016). However, studies indicate that their presence can significantly improve student attendance (reducing chronic absenteeism) and decrease disciplinary incidents (e.g., suspensions), particularly for students with prior academic or behavioral challenges (Holt & Gershenson, 2015). These educators often leverage empathy, relationship-building, and cultural understanding to engage students and increase their sense of belonging, which in turn boosts student engagement and retention (Ingram, 2020). Moreover, culturally responsive teaching and a shared racial teacher-student identity have been linked to higher student motivation and academic success (e.g., better graduation and college enrollment rates) (Lindsay, 2025). Many Black male teachers personally reflect that their supportive presence and high expectations lead to improved student behavior and more consistent attendance in their classrooms (Ingram, 2020).
Keywords
black male teacher, student retention, student
Professional Bio
Johnathon Tiller is a dedicated mathematics educator, coach, and mentor with over a decade of experience shaping academic success and personal growth among youth. As a mathematics teacher at Phoenix Academy within Atlanta Public Schools, he has achieved an impressive 84% pass rate, driven by data-informed instruction, empathy, and strong relationship-building. A leader beyond the classroom, Tiller has served as Head Boys’ Basketball Coach at Maynard Jackson High School, where 100% of his players pursued post-secondary education. He is also the Co-Founder of Camp Elevate, Inc., a nonprofit that has mentored over 1,000 student-athletes across three countries while raising more than $100,000 for scholarships. Recognized as a Teacher of the Year Finalist (2023) and Region Coach of the Year (2019), Tiller exemplifies servant leadership, equity, and social-emotional learning in education. Currently pursuing a Master’s in Teaching Mathematics at Clark Atlanta University, he continues to empower students through mentorship and academic excellence.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Bennett, Valerie and Tiller, Johnathon, "Black Male Math Teachers Influence on Student Retention" (2026). Georgia Educational Research Association Conference. 14.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/14
Black Male Math Teachers Influence on Student Retention
Boston 2&3
Black male teachers constitute only about 2% of the U.S. K–12 teaching workforce (U.S. Department of Education, 2016). However, studies indicate that their presence can significantly improve student attendance (reducing chronic absenteeism) and decrease disciplinary incidents (e.g., suspensions), particularly for students with prior academic or behavioral challenges (Holt & Gershenson, 2015). These educators often leverage empathy, relationship-building, and cultural understanding to engage students and increase their sense of belonging, which in turn boosts student engagement and retention (Ingram, 2020). Moreover, culturally responsive teaching and a shared racial teacher-student identity have been linked to higher student motivation and academic success (e.g., better graduation and college enrollment rates) (Lindsay, 2025). Many Black male teachers personally reflect that their supportive presence and high expectations lead to improved student behavior and more consistent attendance in their classrooms (Ingram, 2020).
