In 2019, Governor Phil Murphy and the state of New Jersey put forth an effort to address a couple of issues that were affecting the education department in the state. These two issues were the teacher shortage and the lack of diversity in the classrooms, particularly in the case of instructors. This would lead to the formation of the Men of Color Hope Achievers Program, or MOCHA for short, in which Rowan University would later be designated to be the home base for the organization. Fronted by the NJ Department of Education, MOCHA is a two-year pilot program that is aimed at the recruiting and retention of black and brown teachers within the classroom. Now in its second and final cohort, the MOCHA program has now shown that there is promise in seeing diversity within the classroom, particularly in communities that may be unflattering to some. 

The program was aimed to recruit around 20-25 fellows annually, assist them through the program, and eventually place them into classrooms in the state. The initial cohort saw 10 complete the program and graduate in June of 2024. This year’s cohort saw 23 participants with an expected 22 of those graduating in June of 2025. It should be noted that this isn’t exclusive to college students or education majors, as this program is also in collaboration with Rowan’s ASPIRE program, which allows individuals with non-educational oriented degrees to obtain their teaching certifications, which in turn assists the state in possible solutions to the teacher shortage crisis in the state. 

To further provide assistance in the program, MOCHA confronts different systemic barriers that have harmed minority students in their pursuit of higher education. Barriers such as testing scores and financial costs have caused some to forego the opportunity to attend university. At a time previously, those who wanted to become teachers and professors had to pass the Praxis Core, which is an exam that goes over reading, writing, and math. This particular exam posed challenges, especially to those who may be coming back to receive their education years after graduating high school or dropping out of college. The removal of this barrier by the New Jersey legislature has made it easier for aspiring teachers to enter this program, a move that Dr. Gaetene Jean-Marie, who is the Dean of the College of Education here at Rowan appreciates. 

“Removing Praxis Core is a significant relief for our fellows, particularly those who’ve been away from formal education for some time. These types of testing barriers often dissuade qualified candidates from considering teaching as a viable career,” Jean-Marie said.  

In terms of the financial support that is available, MOCHA provides students with tuition assistance, as well as any materials needed in order to thrive in the program. This includes any test preparation kits, laptops, and other classroom supplies or fees that are needed. 

“We provided tutoring, ASPIRE tuition coverage, and even gave each fellow a laptop that they keep. This support is essential for them to succeed and feel equipped to tackle classroom challenges,” Jean-Marie said. 

In addition to the reduced pressure from exam scores and the financial support provided by the program, MOCHA also provides emotional support in the sense that they provide their fellows with a network and a community for them to share some of their experiences, challenges, and victories with one another. Dr. Ya Vanca Brooks, who is the project coordinator for MOCHA,  spoke on the necessity of a safe place, where you can be vulnerable. 

“Our brown and black men often struggle with being vulnerable and discussing challenges, particularly in fields like education where they’re a minority. Providing this safe space has been transformative for many,” said Brooks. 

Resiliency has been a major topic of discussion within MOCHA, and Brooks shared a story in which one of the participants, who was a truck driver, faced different barriers in his attempt to secure a teaching position, particularly having difficulty with the interview process of securing that position. After receiving guidance from MOCHA, he was able to successfully transition into his teaching career. Another story details a gentleman who had become a father for the first time. He was struggling with balancing fatherhood and searching for his new career path. After reaching out to Brooks with his uncertainties and receiving mentorship and support, he was able to both handle fatherly responsibilities and find his rejuvenation for teaching. 

It’s stories like these that tell those who would listen exactly what MOCHA is about. A commitment to encouraging and supporting men of color. 

“Success is different for each fellow. For some, it’s passing a certification exam; for others, it’s feeling confident and supported in their new role as educators,” said Brooks. 

Despite all of the success, MOCHA still manages to face challenges presently. The pilot program is currently in its last year, and there is no guarantee that there will be additional funding, which could put an end to all the momentum that MOCHA has been building over the past two years. However, Jean-Marie as well as Brooks are determined to continue the work they have done so far. 

“Although the pilot has ended, we’re committed to finding ways to continue this work. It aligns with our values of diversity and educational equity, and we’ll keep seeking support to move this forward,” said Jean-Marie. 

“We want MOCHA to be more than a moment; it should be a movement,” said Brooks. 

There are also legal ramifications that can affect the current programs in place in the state. Specifically, the recent Supreme Court ruling that essentially ended racially conscious affirmative action in universities across the country. This can potentially cause significant impacts on the programs that are designed to diversify the teaching workforce, due to the lack of diversity within the potential candidates. However, the College of Education here at Rowan remains steadfast in its commitment to encourage diversity in education. 

As the evolution of MOCHA continues, its staff remains hopeful that the program and others like it will continue to be an inspiration for the next generation of black and brown people, who see education as a probable and useful tool for difference-making in society. Starting in the classrooms, teachers cannot only educate their pupils but enlighten them and cause them to see themselves as a useful part of the world. 

“MOCHA isn’t just about filling teaching positions; it’s about transforming lives. It’s about showing marginalized communities that their voices matter, that they have a place in shaping the future,” said Brooks. 

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