Attrition and Retention Diversity in the Special Education Teacher Workforce

• In Event: Learning and Motivation Research Inclusive of Disability

Abstract

Retaining a racially/ethnically diverse U.S. teacher workforce is critical as research indicates students of color benefit academically, socially, and emotionally from teachers of color (Gershenson et al., 2021). However, special education teachers of color (SETOC) attrition and retention decision-making is difficult to grasp because these teachers are understudied. For example, Billingsley and Bettini (2019) noted, “very few studies included teachers’ racial/ethnic identity in their analyses,” demonstrating a major gap in the literature (p. 728). This finding is consistent with Scott, Powell et al.’s (2021) examination of 47 studies investigating special education teacher attrition and retention factors from 2002 to 2020. However, four out of the 47 studies reviewed indicated that Black and Latino/a special education teachers (SETs) reported racialized experiences (e.g., microaggressions) for leaving or staying in their respective schools (Scott, Powell et al., 2021). This finding is informative and indicates that SETOC may leave for reasons not yet meaningfully explored in the literature. Thus, this study aimed to examine SETs’ views of factors and supports associated with attrition and retention, particularly for SETOC.

We used critical quantitative methods (e.g., the application of critical race theory and quantitative methods) to design our statistical models, interpret model results, and answer our research questions. Critical Race Theory and quantitative methods have emerged as a new methodological subfield, under critical race theory, in what we refer to as “critical quantitative methods.” We sampled 778 SETs and examined supports associated with attrition and retention by race/ethnicity. SETOC reported higher support ratings in comparison to White SETs on paraprofessional, time, caseload, resources, and professional development. Ratings of the other factors revealed certain nuances, dependent upon teachers’ race and ethnicity.

In comparison to White SETs, SETOC’s intent to remain were also significantly higher in comparison to White SETs by 0.53 units and 0.53 standardized units (p < .001) for Black teachers; 0.49 units and 0.49 standardized units (p < .001) for Asian teachers; 0.72 units and 0.72 standardized units (p < .001) for American Indian teachers; 0.72 units and 0.72 standardized units (p < .001) for Latino/a teachers; and 0.44 units and 0.44 standardized units (p < .002) for Native Hawaiian/Pacific Islander teachers. The medium effect size (R2 = 0.13, p < .001) suggests that teachers’ race/ethnicity and location of schools accounted for variability in teachers’ intent.

The significantly higher ratings of attrition and retention factors suggest SETOC around the country may not be leaving the profession because of feeling a lack of support. Instead, an increased feeling of support may be keeping additional SETOC from leaving the profession. As a result of our findings, the field of education needs a heightened focus on maintaining and increasing supports for SETOC, given the substantive impact this can have on intent to stay. This becomes critical in addressing the national issues of teacher of color/SETOC attrition becoming further exacerbated.

Authors

• LaRon A. Scott, University of Virginia
  Presenting Author

• Nicholas S. Bell, University at Albany - SUNY
  Non-Presenting Author