Factors Influencing the Attrition and Retention of Special Education Teachers Based on Gender and Racial Differences

We examined factors that lead to the attrition and retention of special education teachers (SETs) based on gender, race, and geographical location. Factors leading to SETs intent to stay or leave teaching is commonly overlooked in research, particularly when controlling for gender and race. Thus, we...

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Bibliographic Details
Published in:The Urban review 2024-03, Vol.56 (1), p.83-102
Main Authors: Scott, LaRon A., Bell, Nicholas, Bowman, Rachel W., Evans, Imani, Dayton, Meagan
Format: Article
Language:English
Subjects:
Community and Environmental Psychology
Education
Ethnicity
Females
Gender
Gender differences
Marginality
Minority & ethnic groups
Minority groups
Race
Racial differences
Retention
Rural urban differences
Sociology
Special education
Special education teachers
Students
Teachers
Teaching
Trends
Urban schools
Workforce
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Summary:We examined factors that lead to the attrition and retention of special education teachers (SETs) based on gender, race, and geographical location. Factors leading to SETs intent to stay or leave teaching is commonly overlooked in research, particularly when controlling for gender and race. Thus, we reviewed survey data of 778 SETs, controlling for gender and race in different settings (urban, suburban, and rural). We found differences between men and women SETs, including significant differences in supports for men and women identifying within the same race/ethnicity demographics in urban settings. We propose research and practice directions for attracting, supporting, and retaining SETs across multiply marginalized groups.
ISSN:0042-0972
1573-1960
DOI:10.1007/s11256-023-00670-9