The Retention of Latinx Teachers in Texas Urban School District

• In Event: Embracing the Power of Latinx Educators: Understanding How Identity, Culture, and Experience Shape Daily Practice

Abstract

Purpose:
The purpose of this qualitative study is twofold. The general purpose is to examine via qualitative methodologies how to retain and sustain Latinx public school teachers in the Texas Urban School District (TUSD). An instrumental purpose is to identify factors that facilitate or create barriers to Latinx teacher retention and sustainability. To pursue these purposes, I seek to answer the following four research questions:

1) How do district-level policies and cultural norms influence the retention of Latinx teachers in an urban school district in Texas?
2) What state-level policies support or create barriers in the retention of Latinx teachers?
3) How do district and state policies interact to shape the work environment and retention rates of Latinx Teachers

Frameworks:
This section delineates Latinx Critical Race Theory (LatCrit) and Organizational Theory (OT) frameworks (Hatch & Cunliffe, 2013) to analyze the qualitative pláticas and data gathered to complete the analysis. These frameworks and perspectives are not used separately; rather, they are both used in support of each other in the analysis of how organizational structures affect the retention and or departure of Latinx teachers in TUSD during the 2022-2023 academic year.

Methods & Data Analysis:
From February to March 2023, I collected individual Zoom conversations, or platícas with Latinx teachers in TUSD to explore their experiences using culturally relevant qualitative methodologies. Platícas defined by Gonzalez (1998), are organic conversations that occur in individual or group settings as a way to “gather family and cultural knowledge through the communication of thoughts, memories, ambiguities, and new interpretations.” After securing approval from relevant institutions, demographic data was collected via Qualtrics, followed by individual interviews with Latinx teachers. Overall, 24 Latinx teachers were interviewed, each interview ranged from 27 minutes to 92 minutes in length, and in total 1281 minutes of interview data was collected.

Results & Significance:
To be clear, findings are not entirely new. What is new within this case study is that it is rooted in a specific context, findings have universal underpinnings for Latinx teachers throughout the United States. We encapsulate the recurring themes articulated by the Latinx teachers who participated in interviews. This will not only offer insights into their experiences but also shed light on broader implications for the Latinx teaching community nationwide. Findings reveal ideological, organizational, and systematic barriers that do not allow Latinx teachers to be retained in the K-12 public school system. The significance of this study lies in its potential to inform policy and practice.

Author

• Maria Del Carmen Unda, University of Texas at Austin