The Effect of Minority Teachers' Perceptions of Their Work Environment on Teacher Retention PDF Download
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Author: Christina D. Chuderski
Publisher:
ISBN:
Category : Teacher turnover
Languages : en
Pages : 380
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Book Description
Author: Christina D. Chuderski
Publisher:
ISBN:
Category : Teacher turnover
Languages : en
Pages : 380
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Book Description
Author: Richard M. Ingersoll
Publisher: DIANE Publishing
ISBN: 1428927778
Category : Educational surveys
Languages : en
Pages : 64
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Book Description
Author: Kellee Bush
Publisher:
ISBN:
Category : African American teachers
Languages : en
Pages : 144
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Book Description
Suburban school communities have seen an increase in racial diversity over the years. Such change in demographics for suburban schoolteachers has yet to transpire. The purpose of this qualitative phenomenology study is to determine how K–12 African–American educators perceive and manage their professional roles while teaching in suburban, mid-Atlantic school districts located approximately 30 minutes from major urban centers. Eleven currently employed suburban school educators were asked through LinkedIn to participate in this study. All participants were interviewed using one-to-one semi-standardized interviews that were audio recorded and then transcribed. Critical race theory (Delgado & Stefancic, 2001) was applied to this study as a framework. It allowed participants to tell their own counter-stories and narratives about their experiences as educators in a predominantly White (Caucasian) educational setting. The following research questions supported the study: How do African–American teachers manage their jobs and roles within predominantly White (European American) suburban school districts? Are there situations when African–American teachers feel as if they must adapt or change their behavior within the work setting? What initiatives do minority teachers believe could improve the minority teacher retention and recruitment rates within the suburban setting? Interview transcripts were analyzed using the qualitative data coding software, Atlas.ti. Themes included participants sharing that they feel the effects of racial disparity in their day-to-day interactions, both professionally and socially. Also, working relationships between students, staff, colleagues, and administration were significant factors in their success or failure on the job. Likewise, many participants also shared that their district could work harder to retain the minority teachers compared to their current efforts, as well as employ additional professional teaching staff. Mentorship and the desire for minority teacher support amongst minority staff members while on the job, was another theme shared. The conclusions of this study will grow the body of research needed in the field of minority educators in suburban schools. Such findings will also provide information to administrators and human resource departments of school districts, regarding the needs of diverse staff and importance to all parties in diversifying school districts.
Author: Carol R. Rinke
Publisher: IAP
ISBN: 1641136618
Category : Education
Languages : en
Pages : 369
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Book Description
Opportunities and Challenges in Teacher Recruitment and Retention serves as a comprehensive resource for understanding teachers’ careers across the professional lifespan. Grounded in the notion that teachers’ voices are essential for understanding teachers’ lives, this edited volume contains chapters that privilege the voices of teachers above all. Book sections look closely at the particular issues that arise when recruiting an effective, committed, and diverse workforce, as well as the challenges that arise once teachers are immersed in the classroom setting. Promising directions are also included for particularly high-need areas such as early childhood teachers, Black male teachers, STEM teachers, and urban teachers. The book concludes with a call for self-care in teachers’ lives. Chapter contributions come from a variety of contexts across the United States and around the world. However, regardless of context or methodology, these chapters point to the importance of valuing and respecting teachers’ lives and work. Moreover, they demonstrate that teacher recruitment and retention is a complex and multifaceted issue that cannot be addressed through simplistic policy changes. Rather, attending to and appreciating the web of influences on teachers lives and careers is the only way to support their work and the impact they have on our next generation of students.
Author: Donald Easton-Brooks
Publisher: Rowman & Littlefield
ISBN: 1475839677
Category : Education
Languages : en
Pages : 155
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Book Description
Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Author: Abiola Farinde-Wu
Publisher: Emerald Group Publishing
ISBN: 1787144623
Category : Education
Languages : en
Pages : 225
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Book Description
This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers experience.
Author: Anthony S. Bryk
Publisher: University of Chicago Press
ISBN: 0226078019
Category : Education
Languages : en
Pages : 328
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Book Description
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
Author: Mary Gutman
Publisher: Springer Nature
ISBN: 3031255844
Category : Education
Languages : en
Pages : 499
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Book Description
This open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective. It aims to be a unique and important contribution for scholars, policy-makers, and practitioners considering the complexities brought about by global trends into national/local educational systems and settings. It will also serve to guide future research, policy, and practice in this important field of inquiry. The work will contribute answers to questions such as: How do immigrant/minority teachers experience their work in mainstream educational settings?; How do mainstream shareholders experience the inclusion of immigrant/minority teachers in mainstream educational settings?; What is the effect of the successful (and/or unsuccessful) integration of minority teachers and teacher educators into mainstream education settings?.
Author: Benton Miles Brown
Publisher:
ISBN:
Category : Discrimination in education
Languages : en
Pages : 296
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Book Description
In the wake of the Brown v. Board of Education (1954) decision, thousands of teachers of color lost their jobs as black students were integrated into mostly white schools. The number of black teachers in schools across the United States has never recovered resulting in a teaching workforce that is less diverse than the student population that they teach. Many studies have examined the possible impact of this discrepancy including the possibility that this has contributed to the black-white achievement gap that exists in the United States. Other studies have examined the non-academic impacts of a less diverse workforce including the impact on the perceptions of minority students. Indeed, our increased awareness of teacher diversity issues and the need for a more diverse teaching force is based on assumptions that student's having a same-race teacher can be a positive thing. This study seeks to examine these assumptions by looking at how race may actually affect student perceptions of their teacher's effectiveness and their relationship with that teacher. This study focuses on students and teachers in a low-income area of the state of Arkansas to assess student perceptions of their teachers on several key attributes of quality teaching. The aim of the study is to see if classrooms of students with similar races to that of their teacher perceive their teachers differently. More directly, do students share more favorable perceptions of their teacher's effectiveness and relationships if they are of the same racial background? This study finds that students perceive that teachers of the same-race are more effective and have more positive relationships with them but this finding seems to be driven by white students matched with white teachers. The study does find that black students find the expectations and rigor of their same-race teachers to be higher. Last, the study does find that teachers of all races recruited and trained to teach specifically in high-minority, low-income areas have a positive impact on student perceptions of their teacher's effectiveness and relationships. The study concludes with a call for more research and a continued push to diversity the teacher workforce.
Author: Helen F. Ladd
Publisher: Routledge
ISBN: 1135041067
Category : Education
Languages : en
Pages : 693
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Book Description
Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States.
