Filling the Void: Exploring Predictors of African American Beginning Teacher Retention

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Hopper, E. (2018). Filling the Void: Exploring Predictors of African American Beginning Teacher Retention. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

African American teachers make up only about 7% of teachers in the United States, while African American students make up 16% of the public school population. Unfortunately, African American teachers leave teaching at almost a 60% higher rate when compared to other teacher demographics. Past efforts to recruit African American teachers did not include a focus on retaining teachers and very little quantitative research exists that places African American teachers as the focal point. Therefore, the purpose of this non-experimental, cross-sectional and longitudinal study was to explore professional characteristics and workplace perceptions that are associated with African American teacher retention. The results present aspects of African American teachers’ professional characteristics which are not focal points in current teacher retention literature. Specifically, this study conveys the school contexts, certification pathways, and mobility rates of a group of African American teachers within their first five years of teaching. In this study, African American female teachers were less likely to intend to stay in teaching, compared to African American male teachers and administrative support was significantly associated with African American teachers’ intent to stay in teaching.

Details
Author

Hopper, Eugenia

Title

Filling the Void: Exploring Predictors of African American Beginning Teacher Retention

Physical Description

1 online resource (136 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

African American teachers make up only about 7% of teachers in the United States, while African American students make up 16% of the public school population. Unfortunately, African American teachers leave teaching at almost a 60% higher rate when compared to other teacher demographics. Past efforts to recruit African American teachers did not include a focus on retaining teachers and very little quantitative research exists that places African American teachers as the focal point. Therefore, the purpose of this non-experimental, cross-sectional and longitudinal study was to explore professional characteristics and workplace perceptions that are associated with African American teacher retention. The results present aspects of African American teachers’ professional characteristics which are not focal points in current teacher retention literature. Specifically, this study conveys the school contexts, certification pathways, and mobility rates of a group of African American teachers within their first five years of teaching. In this study, African American female teachers were less likely to intend to stay in teaching, compared to African American male teachers and administrative support was significantly associated with African American teachers’ intent to stay in teaching.

Genre

doctoral dissertations

Subjects--Topics

Education
Educational leadership
African Americans--Study and teaching
Ethnicity--Study and teaching

Degree

Ph.D.

Keywords

African American Teachers
Logistic Regression
Social Sciences
Teacher Retention
Teacher Working Conditions

Subject Area

Curriculum & Instruction

Advisor(s)

Fitchett, Paul

Committee Members

Abrams, Lyndon
Lambert, Richard
Lewis, Chance
Starker Glass, Tehia

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Hopper_uncc_0694D_11671

Permalink

http://hdl.handle.net/20.500.13093/etd:1332