Black boys face disproportionate challenges in elementary education. They are more likely to be placed in special education programs, attain lower levels of achievement, and experience higher rates of suspension and expulsion (Gregory & Fergus, 2017; Nance, 2016; Schott, 2015; USDOE, 2019). To reduce these disparities, researchers cite the need for more culturally responsive classroom environments (Husband, 2012; Noguera, 2012; Toldson, Brown, & Sutton, 2009). Central to culturally-responsive classrooms are teachers who are willing to care for Black boys, draw upon their cultural assets, plan lessons with high levels of vigorous activity, display warmth and control, and demand high expectations of performance (Rashid, 2009).