NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1095863
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1066-5684
Retaining Black Teachers: An Examination of Black Female Teachers' Intentions to Remain in K-12 Classrooms
Farinde, Abiola A.; Allen, Ayana; Lewis, Chance W.
Equity & Excellence in Education, v49 n1 p115-127 2016
Sixty years after "Brown v. Board of Education," retention trends indicate that there is a Black teacher shortage. Research shows that Black teachers' retention rates are often lower than the retention rates of White teachers. Black teachers report low salaries, lack of administrative support, and other school variables as reasons for leaving the teaching profession. Seeking to alter the predominantly White, middle class teaching force and potentially impact students' educational experiences, this qualitative study examines twelve Black female teachers' intentions to remain in the K-12 classroom. Utilizing conventional content analysis, three themes emerged regarding the retention of Black female teachers. Conclusions, recommendations, and implications are offered for school administrators and educational policymakers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Brown v Board of Education; Elementary and Secondary Education Act Title I
Grant or Contract Numbers: N/A