Ties That Bind? The Teaching and Post-Teaching Trajectories of Black and Latino/a Community Insiders and Elite College Graduates

Authors

Andrew Brantlinger, University of Maryland
Blake O'Neal Turner, Marquette UniversityFollow
Angela Valenzuela, University of Texas

Document Type

Article

Publication Date

9-2024

Publisher

SAGE

Source Publication

Educational

Source ISSN

0162-3737

Original Item ID

DOI: 10.3102/01623737231162583

Abstract

Community teachers, particularly those who are Black and Latinx, are assumed to improve retention and outcomes depending on retention in schools that serve low-income Black and Latinx students. Based on a critical quantitative analysis of data collected on the career trajectories and retention of hundreds of alternatively certified mathematics teachers, the study shows that community insiders exhibit significantly higher rates of retention in district schools than community outsiders and, in particular, those from elite colleges. Utilizing quantitative critical theory methodology, the study helps to move the field beyond race-neutral analyses of teachers’ retention and careers.

Comments

Educational Evaluation and Policy Analysis, Vol. 56, No. 3 (September 2024): 411-434. DOI.

Recommended Citation

Brantlinger, Andrew; Turner, Blake O'Neal; and Valenzuela, Angela, "Ties That Bind? The Teaching and Post-Teaching Trajectories of Black and Latino/a Community Insiders and Elite College Graduates" (2024). College of Education Faculty Research and Publications. 616.
https://epublications.marquette.edu/edu_fac/616