Exploring Racialized Factors to Understand Why Black Teachers of Mathematics Consider Leaving the Profession

• In Event: 51.078 - MTCC Roundtable Session 21
  In Roundtable Session: 51.078-9 - Exploring Racialized Factors for Thriving and Surviving in Education

Abstract

The study examined the experiences of currently practicing Black teachers of mathematics using critical race quantitative intersectionality. Specifically, we assessed the impact of racialized experiences in teaching, personal factors, and school factors on Math teachers’ satisfaction with being in the teaching profession. We surveyed 555 Black teachers of Mathematics nationwide. The results revealed that teachers’ racialized experiences accounted for a positive relationship with teachers’ thoughts of leaving the profession. Identifying the importance of teachers’ racialized experiences in education provide implications for recruiting and maintaining a more diverse STEM teaching force.

Authors

• Marvin Powell, George Mason University

• Christina Lee, George Mason University

• Toya Jones Frank, George Mason University

• Jenice Leilani View, George Mason University

• Asia Williams, George Mason University