Journal article
Retaining Black Teachers: An Examination of Black Female Teachers' Intentions to Remain in K-12 Classrooms
Equity & excellence in education, v 49(1), pp 115-127
02 Jan 2016
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Sixty years after Brown v. Board of Education, retention trends indicate that there is a Black teacher shortage. Research shows that Black teachers' retention rates are often lower than the retention rates of White teachers. Black teachers report low salaries, lack of administrative support, and other school variables as reasons for leaving the teaching profession. Seeking to alter the predominantly White, middle class teaching force and potentially impact students' educational experiences, this qualitative study examines twelve Black female teachers' intentions to remain in the K-12 classroom. Utilizing conventional content analysis, three themes emerged regarding the retention of Black female teachers. Conclusions, recommendations, and implications are offered for school administrators and educational policymakers.
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Details
- Title
- Retaining Black Teachers: An Examination of Black Female Teachers' Intentions to Remain in K-12 Classrooms
- Creators
- Abiola A. Farinde - University of PittsburghAyana Allen - Drexel UniversityChance W. Lewis - University of North Carolina at Charlotte
- Publication Details
- Equity & excellence in education, v 49(1), pp 115-127
- Publisher
- Routledge
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:000387489400009
- Scopus ID
- 2-s2.0-84962159979
- Other Identifier
- 991019168733504721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research