Special Education Teachers of Color Retention Decisions: Findings From a National Study

Special education teachers of color are underrepresented in research about attrition and retention, despite evidence of their role in the academic, social, and emotional success of students of color. We used critical quantitative methods and structural equation modeling to investigate the attrition...

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Bibliographic Details
Published in:Exceptional children 2023-04, Vol.89 (3), p.256-274
Main Authors: Scott, LaRon A., Bell, Nicholas, Dayton, Meagan, Bowman, Rachel W., Evans, Imani, Grillo, Monica, Spence, Christine, Layden, Selena J.
Format: Article
Language:English
Subjects:
Critical Race Theory
Decision Making
Faculty Mobility
Minority Group Teachers
Minority teachers
Predictor Variables
Racial Differences
Special Education Teachers
Structural Equation Models
Teacher Persistence
Teacher retention
Teacher shortages
Urban Schools
White Teachers
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Summary:Special education teachers of color are underrepresented in research about attrition and retention, despite evidence of their role in the academic, social, and emotional success of students of color. We used critical quantitative methods and structural equation modeling to investigate the attrition and retention variability between special education teachers (SETs) of color and White SETs. We sampled 778 SETs and found SETs of color reported higher rates of intent to remain in the profession than White SETs. SETs of color in urban schools also rated supports higher than White SETs, based on school geographical location, suggesting higher retention of SETs of color in urban schools. We offer implications for ensuring SETs of color are reflected in research, and policy and practice recommendations to move the discussion of race and teacher shortage forward in the field.
ISSN:0014-4029
2163-5560
DOI:10.1177/00144029221109850