Retaining Black Teachers: An Examination of Black Female Teachers' Intentions to Remain in K-12 Classrooms

Autor/inn/en	Farinde, Abiola A.; Allen, Ayana; Lewis, Chance W.
Titel	Retaining Black Teachers: An Examination of Black Female Teachers' Intentions to Remain in K-12 Classrooms
Quelle	In: Equity & Excellence in Education, 49 (2016) 1, S.115-127 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2015.1120367
Schlagwörter	African American Teachers; Teacher Persistence; Intention; Elementary Secondary Education; Teacher Shortage; Teacher Salaries; Qualitative Research; Content Analysis; Teaching Load; Faculty Mobility; Teaching Conditions; Phenomenology; Urban Schools; Semi Structured Interviews; Females; Teacher Administrator Relationship; Teacher Promotion; Data Analysis; Desegregation Litigation; School Desegregation; Federal Legislation; Educational Legislation + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrermangel; Lehrerbesoldung; Lehrervergütung; Qualitative Forschung; Inhaltsanalyse; Lehrdeputat; Lehrbedingungen; Unterrichtsbedingungen; Phenomenological psychology; Phänomenologie; Psychologie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Weibliches Geschlecht; Auswertung; Integrative Schule; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	Sixty years after "Brown v. Board of Education," retention trends indicate that there is a Black teacher shortage. Research shows that Black teachers' retention rates are often lower than the retention rates of White teachers. Black teachers report low salaries, lack of administrative support, and other school variables as reasons for leaving the teaching profession. Seeking to alter the predominantly White, middle class teaching force and potentially impact students' educational experiences, this qualitative study examines twelve Black female teachers' intentions to remain in the K-12 classroom. Utilizing conventional content analysis, three themes emerged regarding the retention of Black female teachers. Conclusions, recommendations, and implications are offered for school administrators and educational policymakers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01