The Emotional Labor of Science Teachers Who Support Social Justice: Implications for Teacher Retention

• In Event: Diversifying the Teacher Workforce for and From Diverse Communities and Contexts

Abstract

Given persistent inequalities in representation in STEM-related majors it is important to recruit and retain more science teachers of color and teachers committed to social justice. Researchers have explored how preparing teachers for social justice education could support retention. However, social justice educators in high-need schools may experience additional stress from difficulties meeting their own goals and navigating entrenched systems, leading to departure. This qualitative study explores the implications of positional identity, teaching dilemmas and associated emotional labor for the retention of teachers who identify as social justice science educators. Implications include the potential benefit of self-talk strategies for managing strong emotions, and the importance of schools ensuring that teachers’ diverse positional identities are supported by supervisors and by policies.

Author

• Stacy I. Olitsky, Saint Joseph's University