Research shows that the representation of men in Education has significantly declined in the 21st century. According to Education Next, only about 6% of teachers in the United States are men of color (Reeves). Lack of representation is a factor in the disparaging gap in both social and academic performance between the genders. As an Independent School Humanities teacher, I have observed that my male students are more susceptible to distractions in and outside the classroom. I have also seen that girls mature faster and can prioritize more responsibly. As a result of this chasm, their test scores and work quality are similarly unbalanced. My name is Jason McCleod, and I am driven by the need to close that gap for as many young male students of color (and students of color in general) who may have experienced similar Education. I work as a Middle school History teacher and football coach. I missed experiencing a Black male educator in the classroom for the first two decades. It was not until my time at the University of Pennsylvania (UPenn) that I was fortunate enough to engage with a professor who looked like me. This was an eye-opening experience because it gave me a new sense of belonging, but simultaneously shed light on something I had felt all along but never confronted. I turned my attention inward. What factors make me who I am today? Family history? Personal experiences? Religious ideologies? During this reflective period, I was reminded of one influential Black man in Education who, unbeknownst to me, had an enormous impact on who I am today. Now a principal at my former elementary school, Mr. Bembry was the vice-principal during my tenure there. I always admired Mr. Bembry's ability to lead with kindness and daily morning pleasantries as students walked into school. He was simultaneously stern and sympathetic. Mr. Bembry left a lasting impact on my life, and this program is an opportunity to pay it forward. I want to be a Mr. Bembry for other young Jasons. Mr. Bembry and I are now brothers of Omega Psi Phi Fraternity, Inc., which recognizes scholarship as a principle. I struggled in my transition to college as I had not found the joy of discovery. The one class at UPenn I credit for sparking this appreciation for Education is Psychoeducational Interactions with Black Males with Dr. Howard Stevenson, Professor Eric Grimes, and Professor Robert Carter. These three men used their influence in the classroom to encourage students to explore the benefits of diversity. It was a life-changing experience to witness three men with differing pedagogical outlooks curate an engaging learning environment for all identities represented. This class impacted me and significantly encouraged me to further my Education at Penn GSE. My goal as an educator has been to help students find that unexplainable enjoyment where everything they learn applies in some area of life. Just as important as connecting theory to practice is creating an environment where every student knows they belong. I have found value in fostering this positive learning environment in my classroom, but what about the other rooms on campus? Through the Master's in School Leadership program, I wish to refine the skills I have learned in the classroom to further enhance the learning experiences of the children in my school and attain my professional goals of being in administration. My professional goal is to acquire an administrative position focusing on student life and belonging. I dream of creating spaces where identity can happen and not be forced.

Research shows that the representation of men in Education has significantly declined in the 21st century. According to Education Next, only about 6% of teachers in the United States are men of color (Reeves). Lack of representation is a factor in the disparaging gap in both social and academic performance between the genders. As an Independent School Humanities teacher, I have observed that my male students are more susceptible to distractions in and outside of the classroom. I have also seen that girls mature faster and are able to prioritize more responsibly. As a result of this chasm, their test scores and work quality are similarly unbalanced. My name is Jason McCleod, and I am driven by the need to close that gap for as many young male students of color (and students of color in general) who may have experienced similar education. I work as a Middle school History teacher and football coach. For the first two decades of my life, I missed out on experiencing a Black male educator in the classroom. It was not until my time at the University of Pennsylvania (UPenn) that I was fortunate enough to engage with a professor who looked like me. This was an eye-opening experience because it gave me a new sense of belonging but simultaneously shed light on something I had felt all along but never confronted. I turned my attention inward. What factors make me who I am today? Family history? Personal experiences? Religious ideologies? During this reflective period, I was reminded of one influential Black man in education who, unbeknownst to me, had an enormous impact on who I am today. Now a principal at my former elementary school, Mr. Bembry was the vice-principal during my tenure there. I always admired Mr. Bembry's ability to lead with kindness and daily morning pleasantries as students walked into school. He was simultaneously stern and sympathetic. Mr. Bembry left a lasting impact on my life, and this program is an opportunity to pay it forward. I want to be a Mr. Bembry for other young Jasons. Mr. Bembry and I are now brothers of Omega Psi Phi Fraternity, Inc., which recognizes scholarship as a principle. I struggled in my transition to college as I had not found the joy of discovery. The one class at UPenn that I credit for sparking this appreciation for education is Psychoeducational Interactions with Black Males with Dr. Howard Stevenson, Professor Eric Grimes, and Professor Robert Carter. These three men used their influence in the classroom to encourage students to explore the benefits of diversity. It was a life-changing experience to witness three men with differing pedagogical outlooks curate an engaging learning environment for all identities represented. This class impacted me and significantly encouraged me to further my education at Penn GSE. My goal as an educator has been to help students find that unexplainable enjoyment where everything they learn applies in some area of life. Just as important as connecting theory to practice is creating an environment where every student knows they belong. I have found value in fostering this positive learning environment in my classroom, but what about the other rooms on campus? Through the Master's in School Leadership program, I wish to refine the skills I have learned in the classroom to further enhance the learning experiences of the children in my school and attain my professional goals of being in administration. My professional goal is to acquire an administrative position focusing on student life and belonging. My dream is to create spaces where identity can happen and not be forced.

Growing up, I spent countless hours in church. I thoroughly enjoyed the music and loved the people. My parents have been evangelizing throughout my life. I often reminisce on witnessing my grandmothers lead worship in song in their respective churches. My late great aunt pastored the family church, and my mother’s twin brother currently pastors this church. Needless to say, growing up, I was taught all about the Christian faith, its customs, and practices. However, there is a difference between being in the church building and discovering the Lord for yourself. My journey into a relationship with Christ surged as an undergraduate student at the University of Pennsylvania. My grandma would always tell me that just a little faith goes a mighty long way, through the lows and highs of life. As a South Florida native, I knew that moving up north for college would test me mentally and physically. The cold winters alone shook me. I did not own a Winter coat. I was also transitioning to a life away from my brother. We were connected hip to hip since birth. Things felt foreign and uncertain. I did not consider the impact it would have on my faith. Because I was born and raised in the church, I knew about the word of God, but there was not often an opportunity for me to apply it to my struggles. This is in part due to the nurture we experience as youth. We are encouraged by church members and taught to support one another fervently. When you step away from your hometown, that support system can feel out of reach. I experienced homesickness and depressive episodes, which significantly impacted my academics in my first year of college. Because of my upbringing, I luckily knew to lean on the Rock of Ages when my heart was overwhelmed. I found that prayer, alone, was not the answer. As I sought to repair my academic blunder, I knew I had to do more to connect with the Heavenly Father. The next step for me was to read about what he’d done for others in the bible that had been tried and tested in some way. This led me to the story of Job and how his perfect lifestyle was disrupted by trying times. Though he lost nearly everything, he remained faithful to God. He refused to curse God or give in to the idea that God was punishing him. I, too, started to feel hopeless. Students and teammates around me would complain about classes, professors, exams, etc. I was surrounded by negative speech. This story encouraged me to push through my situation and trust that God’s will is perfect. However, one element spoke to me during my readings. I was intrigued by his interactions with his friends. These interactions highlighted something that had been missing in my life: wise counsel. The next necessary step in my journey to faith in God was finding a church to build a community. Luckily, I met extended family members in Philadelphia, and my cousin pastors a church in West Philly. I faithfully attended services and found my Philadelphia church community full of support and Godly wisdom. Cousin Becky, the Pastor, would always encourage me to keep the faith and do the work. She would quote James 2:14: “What does it profit, my brethren, if someone says he has faith but does not have works?” So, I did the work. I volunteered hours to connect with my newfound church family, including helping lead Bible studies and helping their dance ministry. Through preparation for these activities, I found the trustworthy, faithful God who helped me finish my undergraduate journey and has called me to pursue a career in Education. Through ministry, I discovered a love for facilitating growth and knowledge in teens. There is a spark that goes off, a bulb that turns on, a discovery that occurs when children are given the exemplary leadership. This was my purpose. I currently work as a Middle School History teacher and aspire to transition to an administrative role. Research shows that the representation of men in the Education sector has significantly declined in the 21st century. According to Education Next, only about 6% of teachers in the United States are men of color (Reeves). Lack of representation is a factor in the disparaging gap in both social and academic performance between the genders. When I walk into the classroom, I must be aware that I may be the only Black male teacher these children have ever interacted with. In my independent school, I have observed that my male students are more susceptible to distractions in and outside of the classroom. I have also seen that girls mature faster and are able to prioritize more responsibly. As a result of this chasm, their test scores and work quality are similarly unbalanced. I am driven by the need to close that gap for as many young male students of color (and students of color in general) who may have experienced similar Education. For the first two decades of my life, I missed out on experiencing a Black male educator in the classroom. It was not until my time at the University of Pennsylvania (UPenn) that I was fortunate enough to engage with a professor who looked like me. This was an eye-opening experience because it gave me a new sense of belonging, but simultaneously shed light on something I had felt all along but never confronted. I turned my attention inward. What factors make me who I am today? Family history? Personal experiences? Religious ideologies? During this reflective period, I was reminded of one influential Black man in Education who, unbeknownst to me, had an enormous impact on who I am today. Now a principal at my former elementary school, Mr. Bembry was the vice-principal during my tenure there. Like myself, Mr. Bembry is a former collegiate athlete, and I always admired his ability to lead with kindness and daily morning pleasantries as students walked into school. He was simultaneously stern and sympathetic. Mr. Bembry left a lasting impact on my life, and this program is an opportunity to pay it forward. I want to be a Mr. Bembry for other young Jasons. With this degree, I not only want to establish myself as an administrator, but I also want to expand my impact. I seek to spread the gospel while mentoring, guiding, and fostering discovery in the lives of middle and high school students. This scholarship would help me complete my Master’s degree in School Leadership and achieve every goal.

Growing up, I spent countless hours in church. I thoroughly enjoyed the music and loved the people. My parents have been evangelizing throughout my life. I often reminisce on witnessing my grandmothers lead worship in song in their respective churches. My late great aunt pastored the family church, and my mother’s twin brother currently pastors this church. Needless to say, growing up, I was taught all about the Christian faith, its customs, and practices. However, there is a difference between being in the church building and discovering the Lord for yourself. My journey into a relationship with Christ surged as an undergraduate student at the University of Pennsylvania. My grandma would always tell me that just a little faith goes a mighty long way, through the lows and highs of life. As a South Florida native, I knew that moving up north for college would test me mentally and physically. The cold winters alone shook me. I did not own a Winter coat. I was also transitioning to a life away from my brother. We were connected hip to hip since birth. Things felt foreign and uncertain. I did not consider the impact it would have on my faith. Because I was born and raised in the church, I knew about the word of God, but there was not often an opportunity for me to apply it to my struggles. This is in part due to the nurture we experience as youth. We are encouraged by church members and taught to support one another fervently. When you step away from your hometown, that support system can feel out of reach. I experienced homesickness and depressive episodes, which significantly impacted my academics in my first year of college. Because of my upbringing, I luckily knew to lean on the Rock of Ages when my heart was overwhelmed. I found that prayer, alone, was not the answer. As I sought to repair my academic blunder, I knew I had to do more to connect with the Heavenly Father. The next step for me was to read about what he’d done for others in the bible that had been tried and tested in some way. This led me to the story of Job and how his perfect lifestyle was disrupted by trying times. Though he lost nearly everything, he remained faithful to God. He refused to curse God or give in to the idea that God was punishing him. I, too, started to feel hopeless. Students and teammates around me would complain about classes, professors, exams, etc. I was surrounded by negative speech. This story encouraged me to push through my situation and trust that God’s will is perfect. However, one element spoke to me during my readings. I was intrigued by his interactions with his friends. These interactions highlighted something that had been missing in my life: wise counsel. The next necessary step in my journey to faith in God was finding a church to build a community. Luckily, I met extended family members in Philadelphia, and my cousin pastors a church in West Philly. I faithfully attended services and found my Philadelphia church community full of support and Godly wisdom. Cousin Becky, the Pastor, would always encourage me to keep the faith and do the work. She would quote James 2:14: “What does it profit, my brethren, if someone says he has faith but does not have works?” So, I did the work. I volunteered hours to connect with my newfound church family, including helping lead Bible studies and helping their dance ministry. Through preparation for these activities, I found the trustworthy, faithful God who helped me finish my undergraduate journey and has called me to pursue a career in Education. Through ministry, I discovered a love for facilitating growth and knowledge in teens. There is a spark that goes off, a bulb that turns on, a discovery that occurs when children are given the exemplary leadership. This was my purpose. I currently work as a Middle School History teacher and aspire to transition to an administrative role. Research shows that the representation of men in the Education sector has significantly declined in the 21st century. According to Education Next, only about 6% of teachers in the United States are men of color (Reeves). Lack of representation is a factor in the disparaging gap in both social and academic performance between the genders. When I walk into the classroom, I must be aware that I may be the only Black male teacher these children have ever interacted with. In my independent school, I have observed that my male students are more susceptible to distractions in and outside of the classroom. I have also seen that girls mature faster and are able to prioritize more responsibly. As a result of this chasm, their test scores and work quality are similarly unbalanced. I am driven by the need to close that gap for as many young male students of color (and students of color in general) who may have experienced similar Education. For the first two decades of my life, I missed out on experiencing a Black male educator in the classroom. It was not until my time at the University of Pennsylvania (UPenn) that I was fortunate enough to engage with a professor who looked like me. This was an eye-opening experience because it gave me a new sense of belonging, but simultaneously shed light on something I had felt all along but never confronted. I turned my attention inward. What factors make me who I am today? Family history? Personal experiences? Religious ideologies? During this reflective period, I was reminded of one influential Black man in Education who, unbeknownst to me, had an enormous impact on who I am today. Now a principal at my former elementary school, Mr. Bembry was the vice-principal during my tenure there. Like myself, Mr. Bembry is a former collegiate athlete, and I always admired his ability to lead with kindness and daily morning pleasantries as students walked into school. He was simultaneously stern and sympathetic. Mr. Bembry left a lasting impact on my life, and this program is an opportunity to pay it forward. I want to be a Mr. Bembry for other young Jasons. With this degree, I not only want to establish myself as an administrator, but I also want to expand my impact. I seek to spread the gospel while mentoring, guiding, and fostering discovery in the lives of middle and high school students. This scholarship would help me complete my Master’s degree in School Leadership and achieve every goal.

I am a Black male in education, and for the first two decades of my life, I missed out on learning from an instructor who shared my cultural background and lived experiences. It was not until I was a second-semester junior at the University of Pennsylvania (UPenn) that I was fortunate enough to have a trio of male Black professors teach a class on psychoeducational interactions with Black males in the school system. This exploration of youth's socioeconomic, political, and interpersonal exploitation sparked a new passion. It was a life-changing experience to witness three men with differing pedagogical outlooks curate an engaging learning environment for all identities represented. Each of these men used their unique upbringings to inform students of their preferred path toward reconciliation of the treatment of black males in school systems. Their pedagogical approaches are divided into three subdivisions: music, love, and literacy. I saw myself most in Professor Rob Carter as he chose his passion for music as his preferred medium to connect with the class. During the first meeting of the semester, Brother Rob, as we affectionately called him, brought out his djembe, a traditional West African drum, to connect us through a story. Each student went around the room to add to the story about a young girl experiencing her first day of school. He flawlessly flipped the story into a lesson about the interconnectedness of personal passions and shared experiences. Although every student in the classroom came from various backgrounds, the shared goal at that moment was a coherent story and, therefore, our shared experience. Now, as an educator, I use my passion for music in the classroom to deliver lessons. Still, I also acknowledge that students learn best when given the freedom to learn the material (shared experience) from the perspective of their passions. For example, students can choose a modern public figure to write a comparative essay based on the main character in a historical fiction novel. The second idea of love was introduced to the class through Professor Eric Grimes, author of Self-Reparation Praxis: For the Love and Life of Black Children. Grimes shared portions of his book with the class to explore the impact love has on the children and everyone connected to them. He opened this discussion with an African proverb that states, "Every kind of love is love, but self-love is supreme among them." This idea caught my eye because, at the time, I was an intern at a non-profit mental health foundation. I knew all of the satisfying self-care tactics and magical mental health practices, but never from the perspective of a Black man who experienced Jim Crow segregation and had a grandfather who fought in the Civil War. His perspective again brought me to the idea that we all have different perspectives, but instead of it being another lesson on how to educate others, this was an opportunity for self-reflection. I now understand how my love for self would impact my love for students. Thanks to Professor Grimes, my self-reparation started before I stepped foot into the classroom. The third element may seem a bit cliché for an English teacher, but Dr. Howard C. Stevenson harped most on literacy; his idea of literacy extended beyond the dictionary definition of displaying the ability to read and write. Stevenson emphasized the ability to understand theory enough to put it into practice while engaging with the perspectives and reactions of those most impacted. He was the most adamant of the three instructors, saying the system must properly train educators to manage classrooms and carry out the curriculum. Without a sub-surface level understanding of theory, practice becomes null and void. This is where you lose the kids who do not see themselves in you. This subdivision is where I discovered a genuine appreciation for education, as I pride myself on being able to cater my lessons to suit each student in the classroom, and I found myself among the students who get lost due to the insufficient training of teachers. My main takeaway from Stevenson's teachings is that performance equals preparation. Each of the aforementioned men significantly impacted my journey as a student, educator, mentor, and coach. I will forever allow my students to explore their passions, feel loved, and fully grasp the information presented. To do this, I must set an example by displaying my passions, loving myself, and growing as a scholar within the four walls of my classroom. After a semester of seeing these three black men blend their personalities seamlessly, love one another hard, and even get into disagreements, I knew a career in education would be rewarding. I am glad I decided to join them in this journey to educate the next generation.

Greetings, I am Jason McCleod, Jr., a Humanities teacher in South Florida who doubles as the Head Varsity football coach at my Alma mater. Education is essential to the advancement of underrepresented communities across the country. My goal as an educator has been to help students find that unexplainable enjoyment where everything they learn applies in some area of life. Just as important as connecting theory to practice is creating an environment where every student knows they belong. For the first two decades of my life, I missed out on experiencing a Black male educator in the classroom. It was not until my time at the University of Pennsylvania (UPenn) that I was fortunate enough to engage with a professor who looked like me. This was an eye-opening experience because it gave me a new sense of belonging but simultaneously shed light on something I had felt all along but never confronted. I turned my attention inward. What factors make me who I am today? Family history? Personal experiences? Religious ideologies? During this reflective period, I was reminded of one influential Black man in education who, unbeknownst to me, had an enormous impact on who I am today. Now a principal at my former elementary school, Mr. Bembry was the vice-principle during my matriculation period. Like myself, Mr. Bembry is a former collegiate athlete, and I always admired his ability to lead with kindness and daily morning pleasantries as students walked into school. He was simultaneously stern and sympathetic. Mr. Bembry left a lasting impact on my life, and I will use the money I save by paying down my student loan to continue my pursuit of education and set an example for my students. This self-reflection also motivated my desire to cultivate a classroom that fosters connection, identity, and academic curiosity. I have found value in fostering this positive learning environment in my classroom, but I acknowledge that I can best achieve these goals when I reach outside the four walls of Mr. McCleod's classroom. It is not enough to have one-tenth of the school's population gain the culmination of leadership skills, integrity, curiosity in content, and respect for others, which I strengthen in students throughout the school year. As I pursue professional development and education-driven programming to refine my skills, I get closer to translating practices implemented in my classroom to enhance children's overall school-wide experiences. My next educational pursuit is a graduate degree from the University of Pennsylvania that results in a Master's in School Leadership. I am excited to discover my identity as a leader. Professionally, I seek to pursue a position in administration that focuses on student life and belonging. Creating spaces where students feel comfortable expressing themselves is essential, especially because every student has unique experiences and home environments. The dream is to create a space where people can be authentic without fear of contempt, where identity can happen and not have to be curated. I seek to essentially personify this dream as I take my identities as a vocalist, electric bass player, first-generation Master's program graduate, Ivy-league graduate, All-league defensive back, educator, and coach into the classroom and beyond. This scholarship will make this dream a reality as I balance school, work, and life. Alleviating some of the financial burdens of pursuing knowledge is a significant advantage. It clears up space in my head to work on best practices for creating a supportive learning community.

Greetings, I am Jason McCleod, Jr., a Humanities teacher in South Florida who doubles as the Head Varsity football coach at my Alma mater. Education is essential to the advancement of underrepresented communities across the country. My goal as an educator has been to help students find that unexplainable enjoyment where everything they learn applies in some area of life. Just as important as connecting theory to practice is creating an environment where every student knows they belong. For the first two decades of my life, I missed out on experiencing a Black male educator in the classroom. It was not until my time at the University of Pennsylvania (UPenn) that I was fortunate enough to engage with a professor who looked like me. This was an eye-opening experience because it gave me a new sense of belonging but simultaneously shed light on something I had felt all along but never confronted. I turned my attention inward. What factors make me who I am today? Family history? Personal experiences? Religious ideologies? During this reflective period, I was reminded of one influential Black man in education who, unbeknownst to me, had an enormous impact on who I am today. Now a principal at my former elementary school, Mr. Bembry was the vice-principle during my matriculation period. Like myself, Mr. Bembry is a former collegiate athlete, and I always admired his ability to lead with kindness and daily morning pleasantries as students walked into school. He was simultaneously stern and sympathetic. Mr. Bembry left a lasting impact on my life, and I will use the money I save by paying down my student loan to continue my pursuit of education and set an example for my students. This self-reflection also motivated my desire to cultivate a classroom that fosters connection, identity, and academic curiosity. I have found value in fostering this positive learning environment in my classroom, but I acknowledge that I can best achieve these goals when I reach outside the four walls of Mr. McCleod's classroom. It is not enough to have one-tenth of the school's population gain the culmination of leadership skills, integrity, curiosity in content, and respect for others, which I strengthen in students throughout the school year. As I pursue professional development and education-driven programming to refine my skills, I get closer to translating practices implemented in my classroom to enhance children's overall school-wide experiences. My next educational pursuit is a graduate degree from the University of Pennsylvania that results in a Master's in School Leadership. I am excited to discover my identity as a leader. Professionally, I seek to pursue a position in administration that focuses on student life and belonging. Creating spaces where students feel comfortable expressing themselves is essential, especially because every student has unique experiences and home environments. The dream is to create a space where people can be authentic without fear of contempt, where identity can happen and not have to be curated. I seek to essentially personify this dream as I take my identities as a vocalist, electric bass player, first-generation Master's program graduate, Ivy-league graduate, All-league defensive back, educator, and coach into the classroom and beyond. This scholarship will make this dream a reality as I balance school, work, and life. Alleviating some of the financial burdens of pursuing knowledge is a significant advantage. It clears up space in my head to work on best practices for creating a supportive learning community.