Racial Disproportionality as Experienced by Educators of Color

Abstract

This individual study was part of a larger group case study about how educators of color experience racial disproportionality in the Cityside Public Schools (pseudonym). The purpose of this individual study was to identify factors that influence job satisfaction for teachers and administrators of color and how teachers and administrators of color perceive how these factors might influence their job retention. This study included both teachers and administrators of color from one urban school district in Eastern Massachusetts, the Cityside Public Schools (CPS). Data sources included 11 semi-structured interviews with educators of color and 40 completed Likert scale surveys measuring job satisfaction and retention. The data was collected during a one-month period. All data was coded thematically using three levels of ecological framework, as well as factors that contribute to job satisfaction and retention. The interview data was coded first, and then the survey data was coded. The data was coded using identified themes from previous research, as well as new themes that emerged from the interviews. All the data was then combined and synthesized to determine findings and make recommendations. This individual study found that many of the Cityside participants were satisfied with their job, while still recognizing that their work is challenging. Factors that influenced their job satisfaction were embedded in themes of connections, support, racial identity, resources and fatigue. These factors, except for the last, predicted slightly higher rates of perceived retention within the district among the teachers of color than the administrators of color.