Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms

Farinde, Abiola A.; Allen, Ayana; Lewis, Chance W.

doi:10.1080/10665684.2015.1120367

Cited by 75 publications

(63 citation statements)

References 45 publications

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“…The focus of most surveys of teacher retention is on the immediate reasons for leaving (Cuddapah et al, 2011;Farinde et al, 2016;Makela et al, 2014). As well as why teachers left, we were interested in the links between initial motivation to become a teacher, and intentions/decisions to leave or stay.…”

Section: Methodsmentioning

confidence: 99%

What Motivates People to Teach, and Why Do They Leave? Accountability, Performativity and Teacher Retention

Perryman

Calvert

2019

British Journal of Educational Studies

191

105

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Section: Methodsmentioning

confidence: 99%

What Motivates People to Teach, and Why Do They Leave? Accountability, Performativity and Teacher Retention

Perryman

Calvert

2019

British Journal of Educational Studies

191

105

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“…Districts can take advantage of nonfinancial incentives such as career ladder programs and teacher leadership systems that appeal to teachers' intrinsic motivations. Such opportunities also promote retention by offering more job flexibility and advancement, while meeting teachers' desire to earn higher salaries (Farinde et al, 2016). Districts can also use incentives to nudge school leaders to practice strategic hiring to reduce unwanted turnover.…”

Section: Implications For Policy and Practicementioning

confidence: 99%

Tensions Between What Principals Know and Do: The Role of Labor Market Conditions on Teacher Recruitment and Hiring

Castro

2020

Leadership and Policy in Schools

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Teacher hiring is a critical lever for improving school outcomes. However, the availability of supply is a significant barrier that affects principals' processes for teacher staffing. Drawing on sensemaking theory and concepts of fit, this study investigates how principals make sense of recruitment and hiring in a local labor market with severe teacher shortages. Findings illustrate labor market conditions constrained principals' attempts to hire strategically and shaped new practices and hiring behaviors. By presenting a conceptualization of these hiring arrangements-strategic, creative, and transactional hiring-this study reveals the micro-negotiations principals make when recruiting and hiring in teacher shortage environments. Teacher hiring is one of several key organizational tasks proven to be a significant predictor of school accountability performance and teacher satisfaction (Grissom & Loeb, 2011). As a critical lever for improving human capital within schools (Donaldson, 2013; Tamir, 2019), some have argued that teacher hiring is "the single most important task of a principal" (Mason & Schroeder, 2010, p. 18). Teacher hiring is a multifaceted process of recruiting, screening, and selecting the best candidate for the school environment (Engel & Curran, 2016; Harris et al., 2010; Jabbar, 2018). How principals go about this process is the focus of a growing body of research. Studies explore the kinds of tools principals use, principals' perceptions of applicant fit, specific screening and selection procedures across schools (i.e., charter or traditional public schools) and school levels, as well as the impact of policy accountability on principals' conceptualization of teacher quality (

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“…Casey (1990), who studied the life histories of women teachers, describes how the maternal approach of Black women teachers can oppose patriarchal and racist structures in schools. Farinde et al (2016) argue that because of the unique historical experiences of Black women, they are situated “to reform teaching through the development of critical perspectives of larger historical, social, political, and economic structures that impact everyday school practices and teaching” (p. 117).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Focusing on the experiences of teachers of color, Griffin and Tackie (2017) describe difficulties in obtaining support within work environments. Furthermore, Farinde, Allen, and Lewis (2016) describe the need for leadership and advancement opportunities for Black teachers to support career trajectories that accord with professional identities.…”

Section: Introductionmentioning

confidence: 99%

Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers

Olitsky

2019

Education and Urban Society

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To effectively teach historically marginalized groups of students, educators have argued for increasing recruitment and retention of teachers of color. This qualitative study draws on identity theory, exploring the relationship between school structures, self-talk, identity development, and retention of an African American woman science teacher. In this study, the teacher experienced identity conflicts because structures in her school conflicted with her professional identity, shaped by race and gender, as warm and connected. Results from this study indicate that policies that prioritize measurement over relationships can cause contradictions with culturally responsive approaches and the emotional practice of teaching.

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Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms

Cited by 75 publications

References 45 publications

What Motivates People to Teach, and Why Do They Leave? Accountability, Performativity and Teacher Retention

What Motivates People to Teach, and Why Do They Leave? Accountability, Performativity and Teacher Retention

Tensions Between What Principals Know and Do: The Role of Labor Market Conditions on Teacher Recruitment and Hiring

Teaching as Emotional Practice or Exercise in Measurement? School Structures, Identity Conflict, and the Retention of Black Women Science Teachers

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