As one of the most culturally diverse cities in the U.S., Las Vegas is famous for its glittering entertainment, endless nightlife and sprawling suburban growth. But behind the neon lights, Clark County schools face a pressing issue that doesn’t get nearly the attention it deserves: the scarcity of male educators of color. Despite being one of the most diverse districts in the U.S. with more than 300,000 students, Clark County School District’s teaching and administrative staff do not reflect the student body’s diversity. This underrepresentation has a significant impact on student achievement and the overall classroom environment.
THE REPRESENTATION GAP
In 2023, more than 70 percent of CCSD students identified as non-white, with nearly half being Hispanic, followed by Black, Asian and multiracial students. However, the faces leading classrooms and making decisions as administrators often don’t reflect this diversity. Nationwide, only 3 percent of teachers are Latino men, less than 2 percent are Black men, and less than 1 percent are Asian men. In CCSD, though nearly 70 percent of students are students of color, fewer than 30 percent of administrators share similar backgrounds.
This disparity is more than just a matter of statistics. It directly affects the academic and social experiences of male students of color, many of whom may go through their entire K-12 education without encountering a teacher who looks like them. Research shows that having educators who mirror students’ identities can significantly improve academic performance.
A Johns Hopkins University study found that Black students with at least one Black teacher by third grade were 13 percent more likely to enroll in college. For low-income Black boys, having a Black teacher reduced the likelihood of dropping out by 39 percent. In a district where many students come from low-income or immigrant families, the presence of male educators of color goes beyond representation: It’s a critical lifeline.
THE INFLUENCE OF MALE EDUCATORS OF COLOR
The shortage of male educators of color has profound implications for how boys, especially those of color, view themselves. In a society where systemic inequities often deprive boys of color of positive male role models, male educators can fill a significant void. They challenge the one-dimensional portrayals of men of color commonly seen in media.
In Las Vegas, where many young men idolize hypermasculine figures from sports or entertainment, male educators of color provide an alternative narrative. They show that success can come through academics, leadership, empathy and service. For boys grappling with identity issues in a society that often marginalizes them, seeing a Black or Latino man in an academic role can be transformative. It offers them a vision of what they can achieve beyond the stereotypes.
ADDRESSING DISCIPLINARY DISPARITIES
Historically, students of color have faced challenges in the education system, particularly in disciplinary practices. Black and Latino boys are often disproportionately punished for subjective infractions like “disrespect” or “defiance.” In Clark County, Black students are more than twice as likely to be suspended or expelled compared to their white peers.
The presence of more male educators of color could help reduce these disparities. Studies show that teachers of color are more likely to recognize the potential in students of color and less likely to refer them for disciplinary action. Their cultural understanding helps de-escalate conflicts and create more supportive classroom environments. By sharing their lived experiences, male educators of color foster a sense of belonging where boys of color feel understood and respected.
BARRIERS TO RECRUITMENT AND RETENTION
Despite the clear benefits of having more male educators of color, their numbers remain low for several reasons. Social perceptions often portray teaching, especially at the elementary level, as a “feminine” profession, discouraging men, especially men of color, from pursuing it.
Additionally, many men of color who attend college are pushed toward more lucrative careers because of financial pressures, making teaching less appealing.
Systemic barriers also contribute to the shortage. Many men of color have had negative educational experiences themselves, facing racial bias or curricula that did not reflect their backgrounds. Without role models in senior administrative roles, aspiring educators of color lack the mentorship they need to thrive. These factors make it less likely for men of color to consider education as a viable career where they can make a lasting impact.
A PATH FORWARD: RECRUITMENT, RETENTION STRATEGIES
To close the representation gap, CCSD must implement robust recruitment strategies. Successful programs like New York City’s Men Teach, Clemson University’s Call Me Mister and Kansas City’s The BlocKC have increased the number of male teachers of color by offering financial incentives, mentorship and professional development opportunities.
Retention is equally important. Male educators of color often face isolation in predominantly white and female environments and may be expected to take on extra emotional labor as role models. Schools need to provide supportive networks, mentorship opportunities and professional development tailored to the experiences of men of color to help them feel valued.
A HOMEGROWN SOLUTION
Launched in 2021, the National Fellowship for Black and Latino Male Educators (NFBLME) in Las Vegas focuses on increasing the representation of male educators of color by fostering leadership and professional development. NFBLME works to identify, increase, recruit and retain Black and Latino male educators in senior positions in the education sector within Las Vegas.
Through mentorship, executive coaching, training and community engagement, NFBLME provides male educators of color with the tools they need to succeed and grow. The program also collaborates with local businesses and organizations to create a strong community connection, helping educators feel more invested and increasing their retention. Since, 2021 nine out of 14 of their first two cohorts have been promoted or/and entered a program track to be on the path to certification and promotion. Just as impressive, 20 out of 21 of the participants who have gone through NFBLME Las Vegas’ programming are still in the profession in Las Vegas.
CONCLUSION: A CALL TO ACTION
In a diverse city like Las Vegas, ensuring that students have access to male educators of color is not just a luxury; it is essential for their academic and personal growth. For Clark County’s diverse student body, these educators bring representation, understanding and hope. As society continues to grapple with racial inequality, the classroom remains one of the most powerful spaces for change. In a city where the lights never dim and the possibilities seem endless, it’s time to bring that same energy into the classrooms and schools of Clark County.
After all, if Las Vegas can turn a desert into a neon paradise, surely we can work a little magic in our schools and show every student that their potential is limitless. Jackpot, anyone?
Keith Brooks, partner at Noble Story Group and founder of The National Fellowship For Black and Latino Male Educators, is driven by his life’s purpose of helping people reach their full potential. With a background spanning more than 20 years in education, he has served as a teacher, assistant principal and founding school principal. Beyond his role as an instructional leader, Brooks is passionate about coaching and developing others. Recently, Brooks founded The National Fellowship for Black and Latino Male Educators. He has a B.A. in philosophy and religion from Colgate University, a master’s degree in educational leadership from Nova Southeastern University and certifications in executive coaching and emotional intelligence.