Retention of Teachers and Administrators
For over 30 years, the education system has struggled to retain teachers of color. Between the 1980s to 2016, the recruitment of teachers of color increased almost three times more than their White counterparts and even outpaced the growth of students of color (Ingersoll et al., 2018). While recruitment has increased over the decades, the core problem is centered around retention (Carter Andrews et al., 2019). Even though more teachers and administrators of color enter the profession, a more significant proportion leaves the profession at almost 25% (Carver-Thomas, 2018). A stark example is evident in the Washington D.C. data from 2003 to 2011, where the number of teachers who identify as African American and Black declined from 77% to 49% (Albert Shanker Institute, 2015).
The exodus of teachers and administrators of color is due to a variety of challenges, such as stagnant salaries, dissatisfaction with administration, frustrations with testing, discipline issues, lack of influence and autonomy, overly harsh working conditions, and institutionalized racism (Ahmad & Boser, 2014; Carver-Thomas, 2017; Grooms et al., 2021; Ingersoll & May, 2011; Kohli, 2018). In addition, research shows evidence of exclusion in “expert” conversations, such as curriculum, systems, or student engagement, and a lack of leadership opportunities (Dixon et al., 2019; Kohli, 2016). Conversely, educators (administrators) of color were more likely to feel pushed out because of racialized school climates (Grooms et al., 2021).
Both teachers and administrators of color are often placed in hard-to-staff schools where their role is primarily disciplinarian (Achinstein et al., 2010; D’amico et al., 2017; Gomez & Rodriguez, 2011; Robinson et al., 2003). Such placements become complex resulting in racial battle fatigue and other psychological stressors (Grooms et al., 2021). Moreover, the conditions are strongly associated with the structural racism embedded within school systems, diminishing the desire to stay in the profession (Carver-Thomas, 2017; Kohli & Pizarro, 2016; Villegas & Irvine, 2010).