Invisible Threads: Working Conditions, Interpersonal Relationships, and Turnover Among Black Female Teachers

Campoli, Ayana Kee; Conrad-Popova, Dyanis

doi:10.1108/s2051-231720170000006007

Cited by 3 publications

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Public school teachers are expected to create "magic" in the classroom with little to no resources, guidance, mentorship, or support from the administration. Research confirms that a number of working conditions, including low salaries (Carver-Thomas & Darling-Hammond, 2017;Connor, 2011;Grant, 2011;Rodriguez, 2017), unsupportive administration (Ingersoll et al, 2019;Okraski & Madison, 2019;Rodriguez, 2017), lack of collegiality (Campoli, 2017;Campoli & Conrad-Popova, 2017), and the pressures to "teach to the test" (Tye & O'Brien, 2002), are factors that contribute to teachers leaving the profession.…”

Section: Teaching Notesmentioning

confidence: 92%

Community-Based Organizations and the Sustainability of Indigenous and Latinx Educators During COVID-19: Academia Cuauhtli Case Study

Unda

Shook

Lizárraga-Dueñas

2022

Journal of Cases in Educational Leadership

View full text Add to dashboard Cite

Schools often experience rapid turnover among teachers of color. Yet research and practice highlight the importance of teachers of color in the K–12 education system. As such, school and district-level administrators, educational leaders, and students need to conceptualize and develop new approaches aimed at sustaining Indigenous and Latinx public school teachers. This case study describes a community-based organization’s efforts to support and sustain new and established Indigenous and Latinx teachers during COVID-19. Recognizing the problem with retention about 7 years ago, two university professors decided to create Academia Cuauhtli, a community-based organization in Austin, Texas. In addition to serving as a cultural and language revitalization Saturday school program for students from third to fifth grade, the space also promotes the curricular recognition of alternative epistemologies and the development of culturally relevant pedagogies that foster students’ culture, language, and funds of knowledge via teacher professional development pláticas. Since its inception in 2014, Academia Cuauhtli has been able to successfully train and sustain more than 60 public school teachers. However, COVID-19 has created a new set of challenges for teachers and, in particular, for Indigenous and Latinx teachers.

show abstract

Section: Teaching Notesmentioning

confidence: 92%

Community-Based Organizations and the Sustainability of Indigenous and Latinx Educators During COVID-19: Academia Cuauhtli Case Study

Unda

Shook

Lizárraga-Dueñas

2022

Journal of Cases in Educational Leadership

View full text Add to dashboard Cite

show abstract

Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?

See,

Gorard,

Gao

et al. 2024

Review of Education

View full text Add to dashboard Cite

This paper reports on the findings of a comprehensive structured review of the factors that can help explain and perhaps improve the recruitment and retention of ethnic minority teachers in schools. This issue has been a policy concern in several countries. The review followed a conventional protocol, beginning with a search of key educational, psychological and sociological databases, followed by intensive screening and weighting the strength of evidence of each included report. Fifty‐one studies relevant to the research question were finally included in the review. There is strong evidence that the ethnic match between school leaders and teachers is strongly linked to the hiring and retention of minority ethnic teachers. Although there is some evidence that the student ethnicity of the school may be an important factor in the retention of ethnic minority teachers, this chiefly applies to Black teachers in the studies found from the USA. The entry qualifications and assessment criteria for certification to teach were deemed potential barriers to ethnic minority prospective teachers entering teaching. There is no good evidence that alternative certification of teachers increased the probability of ethnic minority teachers being hired or retained, but there are certain supportive features of alternative pathways that could improve their chances.

show abstract

Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice

Nguyen,

See,

Brown

et al. 2024

Oxford Review of Education

View full text Add to dashboard Cite

Invisible Threads: Working Conditions, Interpersonal Relationships, and Turnover Among Black Female Teachers

Cited by 3 publications

References 11 publications

Community-Based Organizations and the Sustainability of Indigenous and Latinx Educators During COVID-19: Academia Cuauhtli Case Study

Community-Based Organizations and the Sustainability of Indigenous and Latinx Educators During COVID-19: Academia Cuauhtli Case Study

Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?

Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice

Contact Info

Product

Resources

About