How Beliefs About Disability, Race, and Culture Influence Urban Special Education Teachers' Retention Decisions

• In Event: 60.083 - Roundtable Session 19
  In Roundtable Session: 60.083-14 - Disability Studies in Education: Perspectives on Teaching and Teacher Preparation

Abstract

The purpose of this qualitative study was to understand how beliefs about disability, race, and culture influence the retention of special education teachers in an urban school district. Using a multiple case study methodology, five special education teachers currently working in an urban school district were selected to participate in a series of interviews, and to compose bi-weekly journal reflections on their beliefs and rationales for continuing to teach in an urban district. Implications for teacher education programs, systems of teacher support, and professional development are discussed.

Author

• Saili S. Kulkarni, California State University - Dominguez Hills