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Research funded by the Albert Shanker Institute found African-American teachers leaving teaching at higher rates than White counterparts even though the former are…
Research funded by the Albert Shanker Institute found African-American teachers leaving teaching at higher rates than White counterparts even though the former are recruited in proportionally higher numbers. Thus, while recruitment efforts appear somewhat successful, schools and school systems fail to retain teachers of color. This “revolving door” of African-American teachers portends dire consequences for school communities, creating instability of staffing that potentially upend students’ opportunities for academic success. African-American female (AAF) teachers, considered a backbone of non-White communities, are particularly sensitive to teacher mobility and turnover. Studies, however, indicate that AAF teachers are more satisfied working in urban school contexts than other teachers, suggesting that they prefer racially congruent schools which share sociocultural attributes similar to their own, and view working conditions more favorably in such environments.
Teachers’ perceptions of the workplace can be used to gauge risk for occupational stress. Commonly referred to as the transactional model, teachers’ risk for stress can be assessed by the appraising workplace resources vis-à-vis workplace demands. Stress-vulnerable teachers are associated with lower professional commitment and increased occupational burnout. Using data from the National Center for Education Statistics 2007–2008 Schools and Staffing Survey (SASS), this chapter explored the intersections of risk for occupational stress, racial congruence, and professional commitment among AAF teachers. Findings from this chapter suggest interactions between racial congruence and AAF teachers’ perceptions of occupational stress and commitment to teaching. Implications for how these results might inform policy are discussed.
As a pioneer of both scientific management and industrial psychology, Lillian Gilbreth was ideally equipped to extend scientific management into the service sector in the…
As a pioneer of both scientific management and industrial psychology, Lillian Gilbreth was ideally equipped to extend scientific management into the service sector in the 1920s. When her husband and partner Frank Gilbreth died in 1924 and she encountered sex discrimination among industrialists and engineers, she volunteered her consulting services at Macy’s department store, a work site rife with gender‐based conflict, coordination problems and inefficiency. This paper describes her work with Eugenia Lies, Macy’s director of planning, to revamp both the motions and psychological atmosphere of occupations within the store between 1925 and 1928. By uniting an industrial relations approach with personnel management techniques, Gilbreth and Lies made the Gilbreth brand of scientific management useful for the field of retail management.
This introductory chapter frames the discussion of Black female teachers, and centers their experiences as the sole site for discussion and analysis. In addition, this…
This introductory chapter frames the discussion of Black female teachers, and centers their experiences as the sole site for discussion and analysis. In addition, this chapter provides an overview of the three sections of the book and the corresponding chapters. Within the pages of this volume, contributing authors discuss the historical and contemporary landscapes of Black female teachers, examine the underrepresentation of Black women in the US teacher workforce, as well as discuss innovative strategies to increase the recruitment and retention of Black female teachers in PK-12 classrooms. Ultimately, this chapter provides insight into the salience of Black female teachers in the diversification of the US teacher workforce. Moreover, highlighting implications and recommendations for a variety of educational stakeholders.