التفاصيل البيبلوغرافية
| العنوان: |
Teacher-Colleague Race Congruence and Mobility: Do Colleague Demographics Impact Teacher Retention? EdWorkingPaper No. 24-1080 |
| اللغة: |
English |
| المؤلفون: |
Alex J. Moran (ORCID 0000-0002-8631-3176), Annenberg Institute for School Reform at Brown University |
| المصدر: |
Annenberg Institute for School Reform at Brown University. 2024. |
| الاتاحة: |
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: |
N |
| Page Count: |
65 |
| تاريخ النشر: |
2024 |
| نوع الوثيقة: |
Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Labor Turnover, Minority Group Teachers, Teaching Conditions, African American Teachers, Job Satisfaction, Racial Composition, Probability, Teacher Transfer, Racial Factors, Public School Teachers, Elementary Secondary Education, Institutional Characteristics, Teacher Characteristics, White Teachers |
| مصطلحات جغرافية: |
Pennsylvania |
| مستخلص: |
Teacher turnover is especially pronounced among teachers of color who play critically important roles in the success of students of color. A growing literature points to racial isolation as one factor that is associated with Black teacher job satisfaction in particular, which in turn could play a role in a teacher's decision to remain in a school. However, little is known about whether having more race-congruent colleagues might be a potential mechanism that leads teachers to stay, and whether that relationship might vary by teacher race. Drawing on statewide administrative data from Pennsylvania, I examine the extent to which colleague racial congruence impacts the likelihood of teacher turnover and what transferring teacher's destination schools imply about their revealed preferences for colleague race congruence and other factors. Using a series a fixed effects models to account for within- and between-school teacher sorting, I find that a 10 percentage point increase in racially congruent colleagues decreases the likelihood of teacher turnover by 6% of a standard deviation, with larger impacts for Black teachers (0.09 SD) than for White teachers (0.03 SD). However, nonlinear models point to diminishing returns to greater race congruence, as the marginal effect of additional race congruence attenuates to close to zero as a teacher crosses the 50% race congruence threshold. Transferring teachers appear to select into schools with greater proportions of racially congruent colleagues, suggesting a revealed preference for colleague demographics--but again only to a point. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| رقم الانضمام: |
ED663622 |
| قاعدة البيانات: |
ERIC |