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The first-school retention of Black and Latinx community-insiders and elite college graduates: Implications for the recruitment, selection, and training of urban mathematics teachers

Artigo2022

Andrew Brantlinger ORCID; Ashley Anne Grant ORCID

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Resumo

This quantitative study was designed to investigate teacher preparation as an interactive system and examine whether individual approaches to preparation are associated with differential retention benefits across different teacher subgroups. Drawing on longitudinal data on mathematics teachers who entered teaching through the New York City Teaching Fellows (NYCTF) program, the study focused specifically on the first-school retention of two policy-relevant teacher subgroups, namely, (1) the graduates of very selective colleges and (2) Black and Latinx community-insiders. Whereas the latter all attended city high schools, the former generally did not. In part because the field lacks a well-substantiated theory of the relationship between teacher initial preparation and their retention, we drew on intersectionality theory and incorporated two-way interaction effects in quantitative models of the teachers’ first-school retention. We found significant relationships between NYCTF’s initial training and the teachers’ retention and, further, that single approaches to initial training appeared to bestow different retention benefits to different teacher subgroups. We also found that the Black and Latinx community-insiders exhibited significantly higher rates of first-school retention than the elite college graduates and, for that matter, other NYCTF mathematics teachers. This result has clear implications for teacher recruitment and training and, in particular, the promise of developing community-based mathematics teachers who resemble the students they teach.

Dados da obra

Tipo
Artigo
Periódico
Education Policy Analysis Archives, v. 30
Editora
Arizona State University
Ano
2022 (2022-08-02)
Idioma
en
Palavras-chave
teacher retention; mathematics teachers; urban teacher preparation; intersectionality; teacher recruitment; teacher selection; teacher professional development
Temas
Formação de Professores de Matemática
DOI
10.14507/epaa.30.7235
ISSN
1068-2341
Licença
cc-by-sa
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BRANTLINGER, Andrew; GRANT, Ashley Anne. The first-school retention of Black and Latinx community-insiders and elite college graduates: Implications for the recruitment, selection, and training of urban mathematics teachers. Education Policy Analysis Archives, v. 30, 2022. DOI: https://doi.org/10.14507/epaa.30.7235.

APA

Brantlinger, A., & Grant, A. A. (2022). The first-school retention of Black and Latinx community-insiders and elite college graduates: Implications for the recruitment, selection, and training of urban mathematics teachers. Education Policy Analysis Archives, 30. https://doi.org/10.14507/epaa.30.7235

BibTeX
@article{brantlinger2022,
  author = {Brantlinger, Andrew and Grant, Ashley Anne},
  title = {The first-school retention of Black and Latinx community-insiders and elite college graduates: Implications for the recruitment, selection, and training of urban mathematics teachers},
  year = {2022},
  journal = {Education Policy Analysis Archives},
  volume = {30},
  publisher = {Arizona State University},
  doi = {10.14507/epaa.30.7235},
  language = {en}
}
RIS
TY  - JOUR
AU  - Brantlinger, Andrew
AU  - Grant, Ashley Anne
TI  - The first-school retention of Black and Latinx community-insiders and elite college graduates: Implications for the recruitment, selection, and training of urban mathematics teachers
PY  - 2022
JO  - Education Policy Analysis Archives
VL  - 30
DO  - 10.14507/epaa.30.7235
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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