Teachers want to be in schools where their identities are authentically affirmed. However, some educators in predominantly Black schools perceive that they are not always afforded the same level of value and respect as their colleagues in mostly White or mixed schools. Instead, teachers in predominantly Black schools seem to have experiences associated with frustrations that often go unheard of or dismissed for various reasons. Schools with predominantly Black student populations are often associated with challenges in retaining teachers, commonly referred to as teacher retention or teacher turnover. This turnover can have an impact on the academic progress of the students due to a lack of consistency in keeping qualified teachers. After working in a predominantly Black school for 3 years, I began to question the influence of teacher experiences in these areas and how they relate to the retention rate. Conversations with fellow staff members about perceived inequities and muted concerns prompted an interest in this study. There is a commonly held belief that schools with predominantly Black student populations face challenges in achieving consistent academic success compared to their counterparts. This study will examine the factors that influence teacher retention in predominantly Black schools by reviewing the experiences of those who teach in these schools. I used Narrative Inquiry to help understand the factors that play a role in encouraging or discouraging teachers from predominately Black areas.
| Identifer | oai:union.ndltd.org:MSSTATE/oai:scholarsjunction.msstate.edu:td-7065 |
| Date | 08 December 2023 |
| Creators | Smith, Kennetra |
| Publisher | Scholars Junction |
| Source Sets | Mississippi State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
Page generated in 0.0019 seconds