The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Retaining Teachers of Color: A Pressing Problem and a Potential Strategy for “Hard-to-Staff” Schools
Abstract
Given calls to diversify the teaching workforce, this review examines research on retention and turnover of teachers of color, focusing on new teachers because they leave at disproportionately high rates. Reviewing 70 studies, the authors found that (a) recent national studies identify turnover rates for teachers of color are now higher than those for White teachers; (b) policy-amenable school-level conditions related to financial, human, social, and cultural capital can affect retention; (c) teachers of color are more likely than Whites to work and remain in “hard-to-staff” urban schools with high proportions of students from low-income and nondominant racial and cultural communities; and (d) factors affecting the retention of teachers of color can contribute to staffing urban schools with quality teachers, including teachers’ humanistic commitments, innovative approaches in the professional preparation of teachers of color, and the presence of multicultural capital in schools.
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Citations
Cites
Teacher Turnover and Teacher Shortages: An Organizational Analysis
Ingersoll, R. M. (2001) · American Educational Research Journal · doi:10.3102/00028312038003499 · Cited by 2,989 · cited 13×
“teaching altogether (Ingersoll, 2001b; S. M. Johnson et al., 2005).”
BackgroundMethodResultInfluentialBack to the Future: Directions for Research in Teaching and Teacher Education
Grossman, P., & McDonald, M. (2008) · American Educational Research Journal · doi:10.3102/0002831207312906 · Cited by 1,164 · cited 1×
“However, quality varies between and among university-based and alternative preparation programs resulting in different outcomes for graduates (cf. Grossman & McDonald, 2008).”
BackgroundTeachers, race, and student achievement in a randomized experiment
Dee, T. S. (2004) · Review of Economics and Statistics · doi:10.1162/003465304323023750 · Cited by 965
Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions
Johnson, S. M., & Birkeland, S. E. (2003) · American Educational Research Journal · doi:10.3102/00028312040003581 · Cited by 932
Learning to Teach against the Grain
Cochran-Smith, M. (1991) · Harvard Educational Review · doi:10.17763/haer.61.3.q671413614502746 · Cited by 667
Spillane, J. P., & Thompson, C. L. (1997) · Educational Evaluation and Policy Analysis · doi:10.2307/1164209 · Cited by 31
Cited by
Ingersoll, R. M., & Strong, M. (2011) · Review of Educational Research · doi:10.3102/0034654311403323 · Cited by 1,506
Redding, C. (2019) · Review of Educational Research · doi:10.3102/0034654319853545 · Cited by 453
Gist, C. D., Bianco, M., & Lynn, M. (2019) · Journal of Teacher Education · doi:10.1177/0022487118787504 · Cited by 209
Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education
Mensah, F. M. (2019) · American Educational Research Journal · doi:10.3102/0002831218818093 · Cited by 109
Searching for Satisfaction: Black Female Teachers’ Workplace Climate and Job Satisfaction
Farinde-Wu, A., & Fitchett, P. G. (2018) · Urban Education · doi:10.1177/0042085916648745 · Cited by 52
Metadata
- Authors
- Achinstein, B., Ogawa, R. T., Sexton, D., & Freitas, C.
- Venue
- Review of Educational Research
- Published
- 2010-03
- Volume
- 80
- Issue
- 1
- Pages
- 71-107
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2148094219
- Cited by
- 454
- References
- 6
- FWCI
- 64.03
- Type
- journal article
- Language
- en
- Open access
- closed
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