University of Illinois Urbana-Champaign

Critical Race Mixed Methods Study on the impact of workplace racism on the health and employment decisions of K-12 educators of color

Norton, Lisa A

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https://hdl.handle.net/2142/124551

Description

Title
Critical Race Mixed Methods Study on the impact of workplace racism on the health and employment decisions of K-12 educators of color
Author(s)
Norton, Lisa A
Issue Date
2024-04-23
Director of Research (if dissertation) or Advisor (if thesis)
Pak, Yoon
Doctoral Committee Chair(s)
Pak, Yoon
Committee Member(s)
  • Flores, Osly
  • Ward Hood, Denice
  • Huang, Wenhao David
  • Mason, Curtis
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
  • educators of color
  • teachers of color
  • workplace racism
  • retention
  • critical race mixed methods
  • critical race theory
  • racial battle fatigue
  • racial microaggressions
  • race-related stress
  • K-12 education
Abstract
The retention of educators of color in K-12 public schools across the United States represents a significant challenge for school systems. Despite constituting only 20% of the national teaching workforce, these educators of color disproportionately exit the profession at a higher rate than their White colleagues. This trend is alarming, given that educators of color have been shown to have a positive effect on student outcomes such as academic success, graduation rates, and sense of belonging. While relevant studies have examined the relationships between racial microaggressions and racial battle fatigue experienced by educators of color, there remains a gap in the literature on the extent to which racially hostile work environments and racial battle fatigue influence their decisions to remain in or leave the profession. A novel approach was taken to address the gap in the literature by using the Critical Race Mixed Methods research design, which intentionally centers issues of race, racism, and social justice throughout the research process. The study’s findings, which were derived from data analyses of 86 survey responses and five counternarrative stories, indicated that workplace racism significantly harms the health and well-being of educators of color. Moreover, it caused many of these Maryland educators to leave or consider leaving their workplaces as a means of personal and professional survival. Recommendations are provided to educators, administrators, and system leaders for transforming racially hostile workplaces into safer and more supportive workspaces for educators of color.
Graduation Semester
2024-05
Type of Resource
Thesis
Copyright and License Information
Copyright 2024 Lisa Norton

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