Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

A Tale of Two Types of Schools: An Exploration of How School Working Conditions Influence Black Male Teacher Turnover


by Travis J. Bristol - 2020

Context: Ongoing teacher diversity campaigns will not increase the net number of teachers of color if policymakers fail to address the disproportionate rate at which teachers of color leave the profession when compared to White teachers.

Purpose: The purpose of this article is to fill the empirical gap about the mechanisms that influence Black male teacher turnover. Specifically, this study explores the perceived school-based experiences of Black male teachers, with particular attention to comparing the experiences of Black men who are the only Black male teachers in their schools to those of Black men in schools with multiple Black male teachers.

Research Questions: 1. In what ways do the school-based experiences differ for Loners (Black male teachers in schools employing only one Black male teacher) versus Groupers (Black male teachers in schools with larger numbers of Black male teachers)? 2. How does a school’s organizational context, such as relationships with colleagues and school administration, affect the decisions of Loners and Groupers to stay in their schools or in the teaching profession?

Research Design: This study employed a qualitative method, phenomenology. Two waves of semistructured in-depth interviews were conducted with Black male teachers(N = 27) across 14 schools. Seven schools had three or more Black male teachers on the faculty (n = 20), and seven schools had one Black male teacher on the faculty (n = 7). Each semistructured interview lasted approximately 60 minutes.

Findings/Results: Groupers cited challenging working conditions (such as weak administrative leadership) as their primary reason for wanting to leave. The following academic year, almost half of these teachers (9 out of 20) did not return to their schools in the positions they had held the previous year. Counterintuitively, Loners, despite sometimes having hostile interactions with their White colleagues, stayed. While Simon and Johnson (2015) theorized that the absence of positive collegial relationships increases turnover, this phenomenon proved less true for Loners’ decisions to remain at their schools.

Recommendations: Given that Groupers were more likely to leave when compared to Loners, policymakers who are interested in increasing the number of Black male teachers must also give attention to retention. Future research should compare the school-based experiences and influences of turnover of Black male Loners and Groupers to other ethnoracial minorities, such as Latinx and Asian teachers. Practitioners, or specifically principals, may also want to become more attentive to interpersonal relationships in schools, particularly between Black male teachers and their White colleagues.



To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase A Tale of Two Types of Schools: An Exploration of How School Working Conditions Influence Black Male Teacher Turnover
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Visitor
Choose this to join the mailing list or add an announcement.
$0
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 122 Number 3, 2020, p. 1-41
https://www.tcrecord.org ID Number: 23235, Date Accessed: 10/20/2020 9:09:17 PM

Purchase Reprint Rights for this article or review
 
Article Tools
Related Articles
There are no related articles to display

Related Discussion
 
Post a Comment | Read All

About the Author
  • Travis Bristol
    University of California, Berkeley
    E-mail Author
    TRAVIS J. BRISTOL is an assistant professor in the Graduate School of Education at the University of California, Berkeley. His research is situated at the intersection of policy and practice and is centered on three interrelated strands: (a) district and school-based practices that support educators of color; (b) national, state, and local education policies that enable and constrain the workplace experiences and retention for educators of color; and (c) the intersection of race and gender in schools. Two recently coauthored publications are “Who is Here to Help Me?: The Work-Related Social Networks of Teachers of Color” in the American Educational Research Journal and “Exploring the Boundary Heightening Experiences of Black Male Teachers: Lessons for Teacher Education” in the Journal of Teacher Education.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS