The Changing Demography of Public School Teachers: Some Implications for Faculty Turnover in Urban Areas

Dworkin, Anthony Gary

doi:10.2307/2112489

Cited by 51 publications

(47 citation statements)

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“…Beginning teachers were targeted because they are most likely to make career adjustments (NCES, 2004). Eight case study teachers were selected from survey respondents by using purposeful sampling based on criteria already shown to be important in the teacher retention literature, including demographics (e.g., Bobbitt et al, 1991;Dworkin, 1980;Heyns, 1988), certification route (LaTurner, 2002), and workplace conditions (e.g., Rosenholtz, 1989;Weiss, 1999). Analysis of the survey data situated the case study teachers within the larger school district and indicated that selected teachers followed the same general trends as the district population with respect to perspectives, practices, professional motivations, and long-term career plans.…”

Section: Methodsmentioning

confidence: 99%

“…Individual characteristics, including demographic factors like age, race, socioeconomic status, marital status, geography, and number of children as well as the personal factors of education level, academic ability, and individual characteristics, have been shown to matter for teacher retention (Boe, Bobbitt, Cook, Whitener, & Weber, 1997;Boyd, Lankford, Loeb, & Wyckoff, 2005;Dworkin, 1980;Heyns, 1988;Vance & Schlechty, 1982). Likewise, contextual characteristics like salary; school factors including facilities, size, support, leadership, and culture; the population; discipline; and motivation of the student body also make a difference for teachers' career plans (Bobbitt, Faupel, & Burns, 1991;Bridge, Cunningham, & Forsbach, 1978;Buckley, Schneider, & Shang, 2005;Haberman & Rickards, 1990;Murnane & Olsen, 1990;Theobald, 1990).…”

Section: Introductionmentioning

confidence: 99%

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Finding their way on: Career decision‐making processes of urban science teachers

Rinke

2009

Science Education

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This article reports on a research study investigating the career decisionmaking processes of urban science teachers as one element central to understanding the high rates of attrition in the field. Using a longitudinal, prospective, context-and subjectspecific approach, this study followed the career decisions of case study teachers over a period of 12 months. All eight of the case study teachers envisioned themselves eventually moving out of classroom teaching positions. Each used an ongoing and active process of decision making to evaluate their professional direction and sought confirmation of their contribution to the field before moving into new roles and responsibilities. This article describes the experiences of several teachers who exemplify these decision-making processes. These cases suggest potential benefits for differentiated roles, professional mentoring, and recognition and feedback from professional communities.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Finding their way on: Career decision‐making processes of urban science teachers

Rinke

2009

Science Education

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“…Sociologists in the 1980s noted the importance of both race and class origins among novice teachers recruited to work in disadvantaged and/or communities of color (Dworkin, 1980;Smith, 1970). In a Southwest region of the U.S., researcher Anthony Dworkin noted that both White and Black teachers from high socioeconomic backgrounds were more likely to leave schools in high-poverty communities compared to Black and White teachers whose family's occupational backgrounds were blue-collar.…”

Section: Recruitment and Retention Of Teachers Of Color: Old And New mentioning

confidence: 99%

“…Dworkin warned, however, that inattention to the intersection of race and class, and the overreliance on teachers from high socioeconomic backgrounds, worked paradoxically to perpetuate turnover in schools already disadvantaged. These trends indeed created a "bifurcated faculty" (Dworkin, 1980), consisting of experienced teachers from "lower occupational origins who were not subject to high turnover rates and a sizeable faculty from high occupational origins who continued in their careers only a year or two" (Dworkin, 1980, p. 72). The author warned that such tends would create "continual and circular staffing crises in urban school districts" (p. 72).…”

Section: Recruitment and Retention Of Teachers Of Color: Old And New mentioning

confidence: 99%

“…Lastly, inattention to race and class origin not only spurred high turnover rates creating bifurcated faculties in urban schools, it also promoted narrow ideas of role modeling that did not account for differences across race and class. Dworkin (1980) concluded, therefore, that culturally affirming role models were needed, but that these role models should be able to identify with disadvantaged students along lines of race and class.…”

Section: Recruitment and Retention Of Teachers Of Color: Old And New mentioning

confidence: 99%

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Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools

White

2016

EPAA

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This article examines the paradox of Teach For America's diversity gains and its support for policies that contribute to Black teacher decline in urban communities. TFA has countered claims that its expansion is connected to teacher displacement, but its two-pronged structure-as an alternative certification program and an influential policy actor via its leadership model for education reform-requires a critical analysis of the impact of its policy commitments on Black teachers. I propose steps to better align TFA's policy orientations with its diversity values by leveraging TFA's policy influence to support better working conditions for teachers in urban schools, democratic school turnarounds, and teacher organizing linked to broad social justice movements. Keywords: diversity; Black teachers; displacement; turnover; Teach For America, teachers of color Education Policy Analysis Archives, Vol. 24 No.16 2 Teach For America y su paradójica iniciativa sobre la diversidad: Raza, política, y el Desplazamiento de docentes negros en las escuelas urbanas Resumen: En este artículo se examina las paradójicas mejoras de Teach For America en el área de diversidad en Estados Unidos y su apoyo a las políticas que contribuyeron a la disminución de los docentes negros en las comunidades urbanas. TFA ha negado las afirmaciones de que su expansión se conecto con el desplazamiento de esos docentes, pero su estructura dual-como un programa de certificación alternativa y como actor político influyente a través de su modelo de liderazgo para reformas educativas-requiere un análisis crítico de la repercusión de sus compromisos políticos en docentes negros. Propongo un modelo para entender mejor las orientaciones políticas de TFA y sus valores sobre diversidad mediante el análisis de la influencia política de TFA y su apoyo para mejorar condiciones de trabajo de los maestros de escuelas urbanas, proyectos de mejoras de escuelas, y la organización docente vinculados a movimientos que reclamas una justicia social amplia. Palabras clave: diversidad; docentes negros; desplazamiento; volumen de negocios; Teach For America, Profesores de minorías étnico-raciales Teach for America e sua paradoxal iniciativa sobre diversidade: Raça, política, e o deslocamento de professores negros nas escolas urbanas Resumo: Este artigo descreve e é examina as paradoxais melhorias de Teach For America na área de diversidade nos Estados Unidos e seu apoio às políticas que contribuíram para o declínio de professores negros em comunidades urbanas. TFA nega alegações de que sua expansão foi relacionados com o deslocamento desses professores, mas a sua estrutura dual-como programa de certificação alternativa e como um ator político influente através do seu modelo de liderança para a reforma educativas-exige uma análise crítica do impacto dos compromissos políticos de TFA sobre os professores negros. Proponho um modelo para entender melhor as orientações políticas de TFA e os valores sobre noção de diversidade, analisando a influência política do TFA e ...

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Withdrawal and restraining factors in teachers' turnover intentions

Lachman

Diamant

1987

J Organ Behavior

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This study examines how work‐related withdrawal‐inducing and restraining factors affect the intention to leave work of male and female teachers. It is assumed that while these intentions are induced by the employee's affective reaction to the work environment, they are also restrained by those personal gains and advantages provided by the present job that cannot be transferred to another. A path analysis performed on data collected from 239 high school teachers in Israel indicates some differences between the male and female groups. Some restraining effects on the intentions to resign were found among both, but the prevailing assumption that affective work reactions mediate between work environment and the intent to leave, was found among male teachers only. This and other observed differences in the predictors of male and female teachers' intentions to resign question the generality of prevailing assumptions of the psychological process of withdrawal. The need for gender adjustments in withdrawal models is proposed.

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The Changing Demography of Public School Teachers: Some Implications for Faculty Turnover in Urban Areas

Cited by 51 publications

References 10 publications

Finding their way on: Career decision‐making processes of urban science teachers

Finding their way on: Career decision‐making processes of urban science teachers

Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools

Withdrawal and restraining factors in teachers' turnover intentions

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