Retention: A Subject-Specific Approach to Understanding Black Mathematics Teacher Retention

• In Event: AERA Handbook Session 1

Abstract

We explored the experiences of Black mathematics teachers via large-scale survey and quantitative analyses to explore factors that are often ignored in educational policy and teacher education literature and that hold promise for better understanding retention and attrition specific to this critical shortage area. We argue that much can be learned by examining the issue from a subject-specific perspective, particularly STEM fields that are falsely characterized as being race-neutral. To address the dearth of research of this nature, we administered a survey, the Black Teachers of Mathematics Perspectives Survey (BTOMPS) to over 500 currently-practicing Black mathematics teachers about their perspectives on mathematics content and pedagogy, racialized experiences as teachers, and current working conditions. Findings are corroborated by extant qualitative data.

Authors

• Jay Bradley, George Mason University

• Toya Jones Frank, George Mason University

• Christina Lee, George Mason University

• Jenice Leilani View, George Mason University

• Marvin Powell, George Mason University

• Asia Williams, George Mason University