PITTSBORO — According to the U.S. Department of Education, around 2 percent of public school educators in America are black males.
But a look at Chatham County Schools’ administrative team might make you think differently.
Derrick Jordan (superintendent), Chris Poston (executive director for elementary and middle grades education) and Melvin Diggs (executive director of Exceptional Children’s and Academically or Intellectually Gifted programs) are all African-American men. They’re not in their positions because they’re intentionally trying to buck that statistic, they say, but because they’re following their passion, what they want to do with their lives.
Jordan, Poston and Diggs spoke to the News + Record about their paths to education, their experiences with black educators and what individuals like them can bring to the teaching profession and to students.
The influence of others
Jordan and Poston had similar experiences in choosing a career in education — a desire from a young age.
“I can’t remember a time when I didn’t want to be a teacher,” said Jordan. “I toyed in high school with the idea of doing law, but I’ve always known that I would be a teacher, and even in my current role, I find myself being drawn back to the classroom.”
Poston pointed to his middle school math teacher, Ronald Chavez, at Horton Middle School in Pittsboro.
“He was amazing,” Poston said. “He really pushed me particularly. Him seeing that potential, it really sparked something in me.”
Unlike his co-workers, Diggs picked education late in life. He graduated from Elon University and pursued corporate life, but decided to “re-tool” his career. He ended up getting a masters degree in special education at N.C. Central University.
“A couple of personal situations...grew me closer to wanting to impact kids’ lives,” he said. “Once I got in special education and became a teacher, I just wanted to know more and be able to provide more services to the students I was working.”
Each took varied travels to end up in Chatham County. Jordan, originally from Rocky Mount, got degrees from N.C. Central, East Carolina University and UNC-Chapel Hill while teaching in Edgecombe County and starting in administration in Chatham County in 2008. Poston, originally from Pittsboro and a Northwood High School graduate, got his undergrad degree from Guilford College and graduate degree from UNC and has taught in Chatham his entire career. A High Point native, Diggs worked in senior administration in Wake County and for the state Department of Public Instruction.
Jordan says that he has a bit of a different experience than most in terms of black male educators. His elementary school principal, a middle school math teacher and four high school teachers were all black men.
“So in as much as the percentages are low, I can’t relate directly to the notion of not having been exposed to black males over the course of my schooling,” Jordan said. “I’m pretty proud of that and perhaps that’s why I believed that I could be a teacher so early.”
Poston said he was inspired by African-American figures inside and outside the school building, people in leadership positions he “hope(d) to emulate someday.” Diggs had more black male role models that were sports coaches, but not many teachers. That, he said, “motivated (him) later on in some ways to become a leader in education.”
What black male teachers provide
Jordan is quick to say that just because he’s a black male, he’s automatically qualified to relate to other black males.
“I think that because I had a mom who broke her back trying to make sure her son had the very best that she could provide that I’m able to, in situations where that exists for our students, understand what that means,” he said. “But I hope that I’m able to do that for a non-minority student that has a similar situation.”
Poston recalled that in his first teaching job at Pittsboro Elementary, he had several African-American boys in his class.
“They were just looking for someone to just encourage them and do the things that have been done to me in education,” he said. “I think that we have so many students that may not have conformed to all of our school norms, but they still have so much potential, and their minds are working a million miles a minute.”
Diggs sees his role in education as an advocate as he works with and for another group of minorities, the disabled.
“(Being a minority) brings a perspective of intensity to advocate for kids regardless of their color, but to know that there’s an experience there that some African-American males bring to the table that some students do not,” he said. “Especially from my perspective of disabilities and giftedness, a lot of our kids may not get all the social norms of life to understand how to advocate for themselves. Those kids come with great talents, great gifts, great abilities and great knowledge. We need to farm that out and get the best out of them.”
Equity first
The school district has put a lot of work recently into trying to create an environment where all things are equitable, where each students is receiving the same level of education while meeting their individual needs and circumstances. That’s led to the formation of an E3 (Equity and Excellence for Everyone) team which guides the district’s efforts.
So while inspiring the next generation of minority students is important for Jordan, Poston and Diggs, so is inspiring the next generation of students of all races and ethnic backgrounds.
Diggs referred specifically to the 1954 U.S. Supreme Court decision Brown v. Board of Education of Topeka, Kansas. The ruling is notable for declaring separate public schools for black and white students unconstitutional, but Diggs sees its effect going beyond that.
“Really, when we talk about not being separate but equal and then bringing equity to education, that’s what I’m about,” he said. “Regardless if it’s a black male with a learning disability or a white female who has a mental health issue, it’s about bringing equity and showing them that they can be great and do great things.”
Jordan said he acknowledges the impact of having black males and minorities in general in leadership positions in education, that it benefits minority students in particular.
“The sweetest thing about it is that while it’s impacting those minority students, it’s positively impacted our majority students as well,” he said. “I hope that folks get into education because it helps inspire our young people.”
Poston said he’s already seeing the fruits of the district’s efforts.
“It’s been a beauty to be able to go to all the schools in our district, elementary and middle,” he said, “and watch our teachers and our principals really work hard to make sure every child is reaching his or her potential.”
Jordan added, “We’re just committed to doing all that we can in the way of providing opportunities for students, being role models for students, making sure they recognize that the possibilities are really limitless. If I had relied heavily on the statistics, I would not have graduated from high school, much less earned a doctorate degree from UNC-Chapel Hill. The possibilities exist, it’s my desire to make sure students see that possibility through the work.”
Reporter Zachary Horner can be reached at zhorner@chathamnr.com or on Twitter at @ZachHornerCNR.