Retaining Black Teachers: An Examination of Black Female Teachers' Intentions to Remain in the K–12 Classroom

• In Event: Roundtable Session 17
  In Roundtable Session: On the Front Lines: Perspectives on Teachers in K–12 Education

Abstract

Sixty years after Brown v. Board of Education, retention trends indicate 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 salary, 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. Concluding, recommendations and implications are offered for school administrators and educational policymakers.

Authors

• Abiola A. Farinde, University of Pittsburgh

• Ayana Allen, Drexel University

• Chance W. Lewis, University of North Carolina - Charlotte