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Teacher Turnover: An Issue of Workgroup Racial Diversity Kitae Sohn Korea Institute for International Economic Policy Citation: Sohn, K. (2009). Teacher turnover: An issue of workgroup racial diversity. Education Policy Analysis Archives, 17(11). Retrieved [date] from http://epaa.asu.edu/epaa/v17n11/. Abstract One neglected aspect of the teacher labor supply is a recent increase in the proportion of minority teachers. Using the Schools and Staffing Survey and the Teacher Follow-up Survey, one can estimate the relationship between workgroup racial diversity and the turnover of White teachers. This approach finds that young White teachers are more likely to stay in their original schools when the proportion of minority teachers is smaller. However, the opposite pattern emerges for older teachers. This poses a policy dilemma for recruiting and retaining teachers on the one hand and diversifying teaching staff on the other hand. Keywords: teacher turnover; diversity (faculty); ethnic diversity. Abandono docente: Una cuestión de diversidad étnica en los grupos laborales Resumen Un aspecto descuidado de los estudios sobre la oferta laboral docente es el reciente aumento en la proporción de profesores de minorías étnicas. Usando la Encuesta de Escuelas y Personal y de la Encuesta de Seguimiento Docente, se puede calcular la relación entre la diversidad étnica del grupo laboral y el volumen de abandono de los docentes blancos. Este estudio encontró que los docentes jóvenes blancos tienen más probabilidades de permanecer en sus escuelas de origen cuando la proporción de profesores de minorías raciales es pequeña. Sin embargo, la tendencia es opuesta ente los profesores de más edad. Esto plantea un dilema de política educativa, para contratar y retener a los docentes por un lado, y la diversificación racial del personal docente, por el otro. Palabras clave: abandono de docentes; diversidad (profesores); diversidad étnica Access this article in PDF format. 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All other uses must be approved by the author(s) or EPAA. EPAA is published jointly by the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University and the College of Education at the University of South Florida. Articles are indexed by Directory of Open Access Journals, ERIC, H.W. Wilson & Co, and SCOPUS. Please contribute commentary at http://epaa.info/wordpress/ and send errata notes to Sherman Dorn (epaa-editor@shermandorn.com).