Teacher Longevity: What Keeps Math and Science Teachers of Color in Urban Schools?

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-27 - Teachers and Learners in Urban Education

Abstract

This paper investigates reasons behind math and science teacher job satisfaction and longevity, in one urban Title I public high school, and explores if there are differences by teacher race. Teachers of color are more likely to choose to work and remain in “hard to staff” urban schools, making their retention a potential means of reducing the math and science teacher shortage in such schools. Study participants, both white and of color, expressed job satisfaction based on their students’ success. Longevity related to participants’ personal experiences with positive relationship building with students. These personal experiences varied by teacher race.

Author

• Kari Naomi Kokka, Stanford Center for Assessment, Learning, and Equity