The Retention of Educators of Color Amidst Institutionalized Racism. Issue 2 (March 2021)

• Record Type: Journal Article
• Authors: Grooms, Ain A.; Mahatmya, Duhita; Johnson, Eboneé T.
• Other Names: Farley Amy N. guest-editor.; Leonardi Bethy guest-editor.; Donnor Jamel K. guest-editor.
• Is Part Of: Educational policy. Volume 35:Issue 2(2021)
• Page Start: 180
• Page End: 212
• Publication Date: 2021-03
• Subjects: educators of color -- teacher retention and turnover -- race-based stress; Education and state -- United States -- Periodicals; Education -- Periodicals; 379.2
• DOI: 10.1177/0895904820986765
• Languages: English
• ISSNs: 0895-9048

Abstract

Representing approximately 20% of the workforce, educators of color (EOC) leave the field at a rate 25% higher than their White counterparts. Despite workforce diversification efforts, few studies investigate the psychosocial consequences of navigating racialized school climate as reasons EOC may leave the workforce. This study relies on survey data collected from educators of color (paraprofessionals through superintendents) across the state of Iowa. Applying a critical quantitative research design, we examined factors that link racialized school climate to their job satisfaction and psychological well-being. Findings indicate that a racialized school climate has a significant, direct effect on EOC's race-based stress and professional racial self-efficacy. We argue that solely focusing on the retention of educations of color acts as a distraction from dismantling the institutionalized racism that continues to permeate our school systems.