(Dis)connection at Work: Racial Isolation, Teachers’ Job Experiences, and Teacher Turnover

Abstract

Teachers of color often work in schools with few colleagues from the same racial or ethnic background. This racial isolation may affect their work experiences and important job outcomes, including retention. Using longitudinal administrative and survey data, we investigate the degree to which Tennessee teachers who are more racially isolated are more likely to turn over.

Key Findings

1. Racially isolated Black teachers are more likely to leave their schools than less isolated teachers.
2. This turnover is driven by transfers to a different district and exiting the profession altogether.
3. Consistent with an explanation that isolated teachers’ work experiences differ, they also report less collaboration with colleagues and receive lower observation scores.

Suggested Citation