The Experiences of Elementary School Educators Who Remain Working in Schools That Serve Marginalized Communities

• In Event: Teachers’ Decision Making in Precarious Contexts

Abstract

Teacher attrition remains a persistent issue, especially in urban schools serving marginalized communities (Berry, 2004; Carver-Thomas & Darling-Hammond, 2017;
DeMatthews et al., 2022). Whereas research primarily focuses on why teachers leave, this multicase study explores why eight elementary educators—current and retired—remained teaching in New York City schools serving marginalized communities. Grounded in culturally relevant pedagogy, care, and resilience theories, the study highlights the values and relationships central to the educators’ experiences. Six key factors emerged across participants: safety, creativity, valuing students, belonging to a collective, principal leadership, and capacity building. Overall, this study offers insight into how responsive, relationship-centered practices can sustain educators and support students in historically underserved school communities.

Author

• Maxine Cameron, New York City Public Schools