The Potential Influence of Gender on Science and Math Teacher Retention: Stereotypes, Strategies, and Self-Talk

• In Event: Sheraton Roundtable Session 21
  In Roundtable Session: Teacher Recruitment and Retention Focused on Content Areas

Abstract

Several studies have suggested that women have higher attrition rates from teaching in high-need schools than men. This qualitative study explores limitations and affordances to teacher identity development posed by social positioning tied to gender among early career STEM teachers. It investigates the question: What are some ways that structural conditions and categorical identities interact in order to influence commitment and retention among new STEM teachers in high-need schools? Findings suggest that issues such as negative stereotype threat and prior socialization towards fixed ability orientations may lead to differential access to the solidarity-producing self-talk that could support retention. In addition, for some teachers, professional identities shaped by gender and race conflicted with identities afforded by school structures.

Author

• Stacy I. Olitsky, Saint Joseph's University