Research article of American Journal of Educational Research and Reviews
Reasons Early Career Black Special Education Teachers Quit Their Positions
LaRon A. Scott
Department of Counseling & Special Education, Virginia Commonwealth University
Special education policymakers and practitioners are concerned about attrition among teachers, especially those who leave early in their careers and teachers of color. To increase knowledge about attrition, I examined demographic and interview data from 10 Black teachers who quit their positions before they completed their probationary periods (1-3 years). Guided by Cox’s (1994) cultural diversity in organization model designed to capture the complex nature of diversity in organizations, I used phenomenological research methods to better understand the teachers’ experiences surrounding the decision to quit. The qualitative analyses revealed four themes: (a) inadequate mentoring, (b) role abuse, (c) cultural insensitivity, and (d) inadequate resources. I conclude with suggestions for education policies and practices at the local and federal level that special educators can employ to address these issues. This paper highlights issues of attrition within a subgroup of educators (Black special educators) that are underrepresented in the research literature.
Keywords: special education; teacher education; teacher attrition; teacher retention; Black special education teachers
How to cite this article:
LaRon A. Scott. Reasons Early Career Black Special Education Teachers Quit Their Positions. American Journal of Educational Research and Reviews, 2020,5:79. DOI: 10.28933/ajerr-2020-11-2305
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