Call Me MISTER: Cultivating Role Models and Transforming Education

The Call Me MISTER (Mentors Instructing Students Toward Effective Role Models) program is a transformative initiative aimed at increasing the representation of teachers from diverse backgrounds, particularly in elementary schools, and addressing critical needs within the educational landscape. This article explores the origins, impact, and unique approach of the Call Me MISTER program, highlighting its role in cultivating effective educators and fostering positive change in communities.

The Genesis of Call Me MISTER

The Call Me MISTER program began in 2000 at Clemson University in South Carolina, initiated by Roy Jones, Ed.D., a professor at Clemson University’s College of Education. The impetus behind its creation was the stark underrepresentation of African-American men in the teaching profession, with less than 1% of the state's elementary school teachers being black men. This disparity existed within a K-12 student population that was 42% black at the time. Recognizing the critical need for more diverse role models in education, Jones developed Call Me MISTER to address this imbalance.

Addressing a Critical Need

The need to develop more male teachers of color is great. The underrepresentation of minority teachers in the classroom has far-reaching implications for student achievement, particularly for minority students. American teachers are overwhelmingly white (87%) and female (77%), despite minority student populations of about 44%, according to the Bureau of Labor Statistics. Experts emphasize that increasing the number of minority teachers is important because of the "the role model factor". These students need to see successful adults of color in front of them.

Call Me MISTER addresses this critical need by recruiting minority men to go into the field of education. MISTER is an acronym for Mentors Instructing Students Toward Effective Role Models. The program seeks to provide the kind of support and camaraderie that men are already drawn to in other higher-paying professions like athletics, healthcare, and business. In Call Me MISTER, “the guys are so dynamic-that’s what changes the narrative and the perception of going into teaching as a vocation".

The Call Me MISTER Model: A Holistic Approach

Call Me MISTER is more than just a scholarship program; it is a transformative framework for looking at education. Headquartered at Clemson University’s Eugene T. Moore School of Education, the program emphasizes developing the right mentality and disposition to make a difference in the community.

Comprehensive Support System

Students in the Call Me MISTER program receive tuition assistance and intensive social and academic support at every stage of their teacher preparation. Recruited in cohorts, they live and attend classes together, participating in internships and service-learning initiatives. This cohort model is designed to supplement the CMM teacher’s content knowledge and pedagogy with the effective dispositional development necessary to create an environment where children can succeed, and parents are a welcome part of that process.

Dispositional Development

During their matriculation in the CMM program, CMM teachers are challenged to learn how to overcome their own regressive, often self-destructive behaviors and attitudes toward authority figures and others. The consistent feedback from cohort members, program coordinators, and self assessment protocols, are supports and tools that allow CMM teachers to confront these challenges and increase the likelihood of success during the first couple years of teaching. The program aims to develop each individual MISTER into an effective person, not just an effective teacher.

Mentorship and Role Modeling

The program's name itself, Call Me MISTER, reflects its emphasis on respect and role modeling. The initiative aims to provide mentors who are not only instructors but also effective role models for their students. The "Misters" often come from the same environments as the children they teach, enabling them to relate well and bring them along.

Impact and Success Stories

The Call Me MISTER program has demonstrated significant success in increasing the number of African-American men teaching in South Carolina. The initiative has already increased the number of African-American men teaching in South Carolina by 60, or 25 percent. Perhaps MISTER’s biggest success is its promise for replication elsewhere.

Retention and Leadership

The retention of CMM teachers over time has resulted in graduates pursuing master’s or doctoral degrees to assume educational leadership roles at the K-12 or university level. Of the 150 fully certified black male teachers who have graduated from the program since 2004, all are still working in education. Jones witnesses his program’s greatest moments after graduation, when a “Mister” returns to his hometown school, a place that often has no other black male teacher. “They own the place,” he said. “They’re treated with great reverence, a great respect."

Teacher Placement and Community Impact

With few exceptions, the vast majority of CMM teachers seek and secure teaching positions in high-poverty, academically challenged or Title I school populations struggling against low expectations and a myriad of other social environmental obstacles. Since CMM’s inception, its graduates have been aggressively sought after by superintendents, principals, and district human resource recruiters. During the tenure of the program, several superintendents have made pledges to hire CMM teachers during their freshman year. This emphasizes how dire the need is for such teachers, and school leaders often jump on the opportunity to attract promising CMM teachers to their school districts. Most CMM teachers have benefited from receiving multiple offers to fill teaching positions in the state at the completion of their senior year for the ensuing fall school year.

Individual Stories of Transformation

Hayward Jean, who teaches in a low-income district in Orangeburg, S.C., shared his experience of breaking down barriers with his students, many of whom were initially wary of black men entering their lives. Keith Wilkes, who works in a predominantly white school in Westminster, S.C., sees himself as an African-American giving back to the community where he grew up - an image he hopes will dispel negative stereotypes of black men for students and parents alike.

Challenges and Future Directions

Despite its successes, Call Me MISTER faces challenges in expanding its reach and impact. One hurdle is that the program is found mostly at historically black colleges and universities, which have lower graduation rates than colleges overall. To improve the national percentage of black male teachers, a significant increase in enrollment is needed.

Replicating the Model

Call Me MISTER’s biggest success is its promise for replication elsewhere. The program has expanded to include partnerships with multiple institutions across several states. By sharing its framework and best practices, Call Me MISTER aims to inspire and support similar initiatives nationwide.

Addressing Systemic Issues

Call Me MISTER operates within a larger context of systemic issues affecting teacher diversity and retention. Addressing these issues requires a multifaceted approach that includes:

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Increased investment in teacher education programs: Providing financial support and resources to attract and retain diverse teacher candidates.
Creating supportive school environments: Fostering inclusive and equitable school cultures where all teachers feel valued and supported.
Addressing salary disparities: Ensuring that teachers are compensated fairly for their work, making the profession more attractive to talented individuals.
Promoting mentorship and professional development: Providing ongoing support and opportunities for growth to help teachers thrive in their careers.

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