Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress

Authors

DOI:

https://doi.org/10.14507/epaa.28.4999

Keywords:

teacher occupational stress, teacher working conditions, teacher race/ethnicity, school race/ethnicity

Abstract

Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with higher concentrations of students who match their own race/ethnicity. Both teacher and school race/ethnicity were unique predictors of a teacher being classified as at-risk for stress. Additional analyses suggested that teachers’ reported race/ethnicity significantly moderated the school effect association with stress risk. These findings have policy implications for how school workplace surveys are used as well as staffing and professional development considerations.

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Author Biographies

Paul G. Fitchett, University of North Carolina at Charlotte

Paul G. Fitchett is Professor and Assistant Dean for Teaching and Innovation at the Cato College of Education at the University of North Carolina at Charlotte. He studies the intersections between teacher working conditions, student learning outcomes, and educational policy.

Jendayi Dillard, University of Texas at Austin

Jendayi B. Dillard is a doctoral student in the Department of Educational Psychology at the University of Texas at Austin. She studies teacher working conditions and the ways in which race and ethnicity affects relationships and achievement in the classroom.

 

Christopher J. McCarthy, University of Texas at Austin

Christopher J. McCarthy is a professor in the Department of Educational Psychology at the University of Texas at Austin. Dr. McCarthy’s scholarly focus is on researching factors that cause stress for K – 12 teachers and developing interventions to help teachers thrive.

 

Richard G. Lambert, University of North Carolina at Charlotte

Richard Lambert is a Professor in the Department of Educational Leadership in the Cato College of Education at the University of North Carolina at Charlotte, Director of the Center for Educational Measurement and Evaluation, and Editor of the Journal of Applied Educational Policy Research. His research interests include formative assessment for young children, applied statistics, and teacher stress and coping.
 

Kristen Mosley, University of Texas at Austin

Kristen Mosley is a doctoral student in the Department of Educational Psychology at the University of Texas at Austin. She studies teacher stress and coping and is particularly interested in early career teachers' experiences with stress. 

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Published

2020-06-01

How to Cite

Fitchett, P. G., Dillard, J., McCarthy, C. J., Lambert, R. G., & Mosley, K. (2020). Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress. Education Policy Analysis Archives, 28, 87. https://doi.org/10.14507/epaa.28.4999

Issue

Vol. 28 (2020)

Section

Articles