Staying Power: Collective Possibilities to Improve Retention of Black Early Career Teachers

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: The Role of Teacher Preparation Programs in Supporting Teachers for and From Diverse Communities

Abstract

This study examines professional characteristics and mobility trends of early-career Black teachers. Research suggests that working conditions impact teacher mobility decisions (Green & Munoz, 2016; Ladd, 2009). We integrate organizational theory and critical race theory to understand working conditions and its impact on mobility trends of early-career Black teachers. In a quantitative descriptive study, three waves of teacher data over five years are used from the Beginning Teacher Longitudinal Study (BTLS). Findings indicate four key discussion points: (a) early-career Black teachers matriculate using alternative certification pathways, (b) early-career Black teachers teach in diverse schools in suburban locales, (c) attrition is high for early-career Black teachers, and (d) administrative support is significant for early-career Black teachers. Collaborative recommendations are provided.

Authors

• Eugenia B. Hopper, Coastal Carolina University

• Derrick Robinson, University of Memphis

• Paul G. Fitchett, University of North Carolina - Charlotte