Disparities in Teachers' Access to Schools' Collective Social Assets Based on Role, Race, and Poverty

Autor/inn/en	Mason-Williams, Loretta; Bettini, Elizabeth; Morris Mathews, Hannah; Boveda, Mildred; Rodgers, Wendy
Titel	Disparities in Teachers' Access to Schools' Collective Social Assets Based on Role, Race, and Poverty
Quelle	In: Remedial and Special Education, 44 (2023) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mason-Williams, Loretta) ORCID (Morris Mathews, Hannah) ORCID (Boveda, Mildred)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325211068170
Schlagwörter	Beginning Teachers; Special Education Teachers; Teacher Persistence; Minority Group Teachers; Poverty; Elementary Secondary Education; National Surveys; Teacher Characteristics; Social Support Groups; Equal Education; Intersectionality; Racism; Socioeconomic Status; Teacher Background; School Culture; Job Satisfaction; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Armut; Social support; Soziale Unterstützung; Rassismus; Socio-economic status; Sozioökonomischer Status; Schulkultur; Schulleben; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit
Abstract	A schools' collective social assets (i.e., school culture, administrative support, and satisfied colleagues) are especially important for beginning teachers at higher risk of attrition, including special educators, teachers of color, teachers in high-poverty schools, and teachers in schools serving predominantly students of color. These teachers often report experiencing less social support than general educators, White teachers, teachers in low-poverty schools, and teachers serving predominantly White students, respectively; we labeled this inequitable access to schools' collective social assets intersectional professional vulnerability. Using data from the Schools and Staffing Survey and structural equation modeling, we examined how beginning teachers' race/ethnicity and their students' race/ethnicity, socioeconomic status, and disability status related to perceptions of their U.S. schools' collective social assets and how those perceptions shaped intent to continue teaching. We found significant differences in access to collective social assets based on their race/ethnicity, role as special versus general educators, and students served within their school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01