MENTORSHIP AND BELONGING AS DRIVERS OF RETENTION: AN IMPROVEMENT SCIENCE APPROACH TO SUPPORTING BLACK MALE EDUCATORS IN SPECIALIZED SCHOOL SETTINGS

The underrepresentation and high attrition of Black male educators in U.S. schools remain persistent challenges with implications for equity, student outcomes, and organizational stability. This Dissertation of Practice addressed the problem of limited retention and professional growth of Black male educators at Rivermont Alexandria, a specialized school for students with autism, where foundational staff supports were present but did not adequately meet the identity-affirming needs of this group. The guiding research questions examined how intentional mentorship and structured affinity spaces could improve Black male educators’ sense of belonging, professional efficacy, and intent to remain in the organization. Using a mixed-methods, improvement science design, the study implemented a 6-week pilot intervention—Mentor Mondays—that paired Black male educators with strengths-based mentors and created biweekly peer-led affinity sessions. Data were collected through pre- and post-intervention surveys, reflection logs, focus groups, and attendance tracking. Analysis revealed that participants reported stronger perceptions of mentorship quality, increased belonging within peer groups, and greater professional affirmation. However, outcomes also showed persistent gaps in organizational belonging and clarity of career advancement pathways. Importantly, the intervention highlighted a leadership lesson: Retention efforts must prioritize the retention of quality and committed Black male educators, not indiscriminate retention based on identity alone. The findings supported theoretical insights from organizational support theory, relational-cultural theory, and critical race theory, demonstrating that mentorship and belonging structures are critical but insufficient without systems of accountability and transparent career development. The researcher concluded that schools can strengthen Black male educator retention by embedding culturally affirming mentorship and affinity spaces into existing structures, while simultaneously maintaining professional standards. Limitations included the short pilot timeframe and single-site scope. Recommendations for practice included codifying mentorship systems, institutionalizing affinity spaces with trained facilitators, and developing clear advancement pathways for Black male educators across the network.