References
- Antezana, L., Scarpa, A., Valdespino, A., Albright, J., & Richey, J. A. (2017). Rural trends in diagnosis and services for autism spectrum disorder. Frontiers in Psychology, 8, 590. https://doi.org/10.3389/fpsyg.2017.00590
- Barnum, M. (2018, July 25). Black teachers leave schools at higher rates — But why? Chalkbeat.
- Bates, L. A., & Glick, J. E. (2013). Does it matter if teachers and schools match the student? Racial and ethnic disparities in problem behaviors. Social Science Research, 42(5), 1180–1190. https://doi.org/10.1016/j.ssresearch.2013.04.005
- Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697–744. https://doi.org/10.3102/0034654319862495
- Billingsley, B. S. (2004). Promoting teacher quality and retention in special education. Journal of Learning Disabilities, 37(5), 370–376. https://doi.org/10.1177/00222194040370050101
- Billingsley, B. S., Bettini, E. A., & Williams, T. O. (2019). Teacher racial/ethnic diversity: Distribution of special and general educators of color across schools. Remedial and Special Education, 40(4), 199–212. https://doi.org/10.1177/0741932517733047
- Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195–208. https://doi.org/10.1177/001440290507100205
- Bristol, T. J. (2018). To be alone or in a group: An exploration into how the school-based experiences differ for Black male teachers across one urban school district. Urban Education, 53(3), 334–354. https://doi.org/10.1177/0042085917697200
- Bristol, T. J., & Martin-Fernandez, J. (2019). Added value of Latinx and Black teachers for Latinx and Black students: Implications for policy. Policy Insights from the Behavioral and Brain Sciences, 6(2), 147–153. https://doi.org/10.1177/2372732219862573
- Bristol, T. J., & Shirrell, M. (2019). Who is here to help me? The work-related social networks of staff of color in two mid-sized districts. American Educational Research Journal, 56(3), 868–898. https://doi.org/10.3102/0002831218804806
- Brown, A. L. (2012). On human kinds and role models: A critical discussion about the African American male teacher. Educational Studies, 48(3), 296–315. https://doi.org/10.1080/00131946.2012.660666
- Brown, K. D. (2014). Teaching in color: A critical race theory in education analysis of the literature on preservice teachers of color and teacher education in the US. Race Ethnicity and Education, 17(3), 326–345. https://doi.org/10.1080/13613324.2013.832921
- Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute.
- Conley, S., & You, S. (2017). Key influences on special education teachers’ intentions to leave: The effects of administrative support and teacher team efficacy in a mediation model. Educational Management Administration & Leadership, 45(3), 521–540. https://doi.org/10.1177/1741143215608859
- Constantine, M., Richardson, T., Benjamin, E., & Wilson, J. (1998). An overview of Black racial theories: Limitations and considerations for future theoretical conceptualizations. Applied & Preventive Psychology, 7(2), 95–99. https://doi.org/10.1016/S0962-1849(05)80006-X
- Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canon and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593
- Cormier, C. J., & Scott, L. A. (in press). Castaway’s on Gilligan’s Island: Special education teachers of color advocating for inclusive workspaces. TEACHING Exceptional Children.
- Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE.
- Dee, T. S. (2004). Teachers, race, and student achievement in a randomized experiment. Review of Economics and Statistics, 86(1), 195–210. https://doi.org/10.1162/003465304323023750
- Egalite, A. J., Kisida, B., & Winters, M. A. (2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45 (c), 44–52. https://doi.org/10.1016/j.econedurev.2015.01.007
- García, E., & Weiss, E. (2019). U.S. schools struggle to hire and retain teachers. Economic Policy Institute. https://www.epi.org/publication/u-s-schools-struggle-to-hire-and-retain-teachers-the-second-report-in-the-perfect-storm-in-the-teacher-labor-market-series/
- Gasman, M., Samayoa, A. C., & Ginsberg, A. (2016). A rich source for teachers of color and learning. Minority serving institutions. The Rutgers Center for Minority Serving Institutions. https://cmsi.gse.rutgers.edu/content/rich-source-teachers-color-and-learning-minority-serving-institutions
- Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.
- Griffin, A., & Tackie, H. (2016). Through our eyes: Perspectives and reflections from Black teachers. The Education Trust. https://edtrust.org/resource/eyes-perspectives-reflections-black-teachers/
- Gubrium, J. F., & Holstein, J. A. (2002). Handbook of interview research: Context and method. Sage.
- Guha, R., Hyler, M. E., & Darling-Hammond, L. (2017). The teacher residency: A practical path to recruitment and retention. American Educator, 41(1), 31–34. https://www.aft.org/sites/default/files/ae_spring2017guha_hyler_and_darling-hammond.pdf
- Haberman, M. (2004). Teacher burnout in black and white. The Haberman Educational Foundation. https://habermanfoundation.org/teacher-burnout-in-black-and-white/
- Ingersoll, R., May, H., & Collins, G. (2017). Minority teacher recruitment, employment, and retention: 1987 to 2013. Learning Policy Institute. https://learningpolicyinstitute.org/product/minority-teacher-recruitment-brief
- Irvine, J. J. (1989). Beyond role models: An examination of cultural influences on the pedagogical perspectives of black teachers. Peabody Journal of Education, 66(4), 51–63. https://doi.org/10.1080/01619568909538662
- Jackson, I., & Knight-Manuel, M. (2019). “Color does not equal consciousness”: Educators of color learning to enact sociopolitical consciousness. Journal of Teacher Education, 70(1), 65–78. https://doi.org/10.1177/0022487118783189
- Knafl, K., & Breitmayer, B. (1989). Triangulation in qualitative research: Issues of conceptual clarity and purpose. In J. Morse (Ed.), Qualitative nursing research: A contemporary dialogue (pp. 193–203). Aspen.
- Krysan, M., & Couper, M. (2003). Race in the live and the virtual interview: Racial deference, social desirability, and activation effects in attitude surveys. Social Psychology Quarterly, 66(4), 364–383. https://doi.org/10.2307/1519835
- Lincoln, Y. S., & Guba, E. A. (1985). Naturalistic inquiry. Sage.
- López-Estrada, V., & Koyama, M. (2010). Retaining Mexican American special education teachers in Texas. Journal of Hispanic Higher Education, 9(1), 82–97. https://doi.org/10.1177/1538192709357032
- Mahatmya, D., Lohman, B. J., Brown, E. L., & Conway-Turner, J. (2016). The role of race and teachers’ cultural awareness in predicting low-income, Black and Hispanic students’ perceptions of educational attainment. Social Psychology of Education, 19(2), 427–449. https://doi.org/10.1007/s11218-016-9334-1
- Morris, E. W. (2005). “Tuck in that shirt!” Race, class, gender, and discipline in an urban school. Sociological Perspectives, 48(1), 25–48. https://doi.org/10.1525/sop.2005.48.1.25
- Neason, A. (2014). Our teacher diversity problem is not just about recruitment. It’s about retention. SLATE. https://slate.com/human-interest/2014/12/teacher-diversity-accomplishing-it-is-not-just-about-recruitment-its-about-retention.html
- Peterson, E., Rubie-Davies, C., Osborne, D., & Sibley, C. (2016). Teachers’ explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap. Learning and Instruction, 42, 123–140. https://doi.org/10.1016/j.learninstruc.2016.01.010
- Roberts, T., & Andrews, D. J. C. (2013). A critical race analysis of the gaslighting of African American teachers: Considerations for recruitment and retention. In D. J. C. Andrews & F. Tuitt (Eds.), Contesting the myth of a “post racial” era: The continued significance of race in U.S. education (pp. 69–94). Peter Lang.
- Robertson-Kraft, C., & Duckworth, A. L. (2015). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record, 116(3), 1–24.
- Rosette, A. S., & Dumas, T. L. (2007). The hair dilemma: Conform to mainstream expectations or emphasize racial identity. Duke J. Gender L & Pol'y, 14, 407.
- Saldana, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage.
- Scott, L. A. (2018). Recruiting and retaining Black students for special education teacher preparation inclusion programs. Inclusion, 6(2), 143–157. https://doi.org/10.1352/2326-6988-6.2.143
- Scott, L. A., & Alexander, Q. (2019). Strategies for recruiting and retaining Black male special education teachers. Remedial and Special Education, 40(4), 236–247. https://doi.org/10.1177/0741932517732636
- Spurgeon, J., & Thompson, L. (2018). Rooted in resilience: A framework for the integration of well-being in teacher education programs [Unpublished capstone project]. University of Pennsylvania.
- Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273–285). Sage.
- Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage.
- Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives, 27(35), 35. https://doi.org/http://dx.doi.org/10.14507/epaa.27.3696
- Wolfensberger, W. (1983). Social role valorization: A proposed new term for the principle of normalization. Mental Retardation, 21(6), 234–239.