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Education Reparation: an Examination of Black Teacher Retention

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Education Reparation: an Examination of Black Teacher Retention EDUCATION REPARATION: AN EXAMINATION OF BLACK TEACHER RETENTION Malika Melesse Hollinside B.A., California State University, Sacramento, 2004 M.A., California State University, Sacramento, 2013 DISSERTATION Submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2017 Copyright © 2017 Malika Melesse Hollinside All rights reserved ii EDUCATION REPARATION: AN EXAMINATION OF BLACK TEACHER RETENTION A Dissertation by Malika Melesse Hollinside Approved by Dissertation Committee: _______________________________ Dr. Lisa Romero, PhD. _______________________________ Dr. Lisa William, PhD. _______________________________ Dr. Frank Lilly, PhD. SPRING 2017 iii EDUCATION REPARATION: AN EXAMINATION OF BLACK TEACHER RETENTION Student: Malika Melesse Hollinside I certify that this student has met the requirements for format contained in the University format manual, and that this dissertation is suitable for shelving in the library and credit is to be awarded for the dissertation. ___________________________, Graduate Coordinator _________________ Dr. Lisa Romero, Ph.D. Date iv LIVICATION To Jaiden Williams: Miracles happen. We will pray for yours until it comes. All praise unto the Most High for giving me the strength, wisdom, and perseverance to accomplish this endeavor. I give eternal thanks for the countless blessings and pray that others may be so fortunate. With every cell in my being I will never cease the fight for the liberation, justice, and evolution of humanity. To my Ancestors: All honor, respect, and gratitude. My struggles pale in comparison to your tribulations; I pray my efforts are worthy of your legacy. To my Granny Lydia and Grandma Frances: You are thought of everyday. I pray that I have made you proud… To my mother Nitza: This lifetime is not long enough to share with you and pay you back for all you have given. All that I am is because of you. This is for you. To the young adults who I have watched grow up too soon - Nile, Satta, Abi, Sundullah, Ausaru, and Nsheema: I was blessed the day each one of you came into my life. My love for you is eternal. You are my source of pride, inspiration, joy, and hope. I don’t expect that you carry my mission, but I do expect that you carry the same love of life, compassion for humanity, and drive to accomplish whatever you set your mind to. Never forget that you are all the favored children of the Most High, and that you have great purpose to serve. Be fearless…you are always protected…and greatly loved… v To Lakim: My king, my comrade, my best friend. You have stood beside me through countless journeys, and I will stand by you in return. We found each other again in this lifetime, as we will eternally. I thank Pam for bringing you to earth…I love you with a love that transcends time and space… To Bob: I thank God for bringing you into our life. You have been a rock for me and my children. I am truly grateful. To my father Jeff: Thank you for giving me the gift of humor. To laugh is to feel alive… To Carmen and Jolyn: My best friends for life. Your achievements have motivated and inspired me to be all that I am. How rare and special is it that the three of us would end up Dr. Johnson, Professor Johnston, and Dr. Hollinside. I am so thankful to have you in my life. To my students: You have made me the richest woman on earth. Every struggle has been worth it because of you. To my Cohort 8 compadres: I will forever cherish this experience with you. I pray for our collective health, happiness, success, and transformation. To the participants of this study and to my fellow Black teachers: Thank you for all that you are and all that you do. You are my allies and comrades on this battlefield. I have the highest respect for you and all that you do. This study is for you. vi ACKNOWLEDGEMENTS In recognition of H.I.M. Haile Selassie I. In recognition of all freedom fighters near and far- I salute you. Guidance and protection always. In recognition of centuries of Black teachers and other teachers of color who risked their lives to uplift the people. In recognition of the early Black teachers, who faced the most extreme forms of injustice with a class, poise, strength, and perseverance that I strive to manifest. I proudly and steadfastly carry on that legacy. In recognition of the known and unknown Black activists and theorists of color, for providing us with frameworks that not only help us understand and articulate our realities, but present the solutions. In recognition of Mr. Montes, the one teacher in my entire K12 experience who taught me that talking about race, culture, is necessary and empowering. You changed my life. In recognition of Dr. Romero, for your devoted interest in this important topic. Thank you for always holding the highest expectations of me. In recognition of Dr. Lisa William, for years of support and encouragement. You have set an example of professionalism, power, and intelligence that continues to inspire and motivate me. In recognition of Dr. Lilly, for your positive energy and enthusiasm for this research. Your kindness will be remembered always. In recognition of my EDD Professors, for assisting in my transformation. vii CURRICULUM VITAE EDUCATION Bachelor of Arts Ethnic Studies, California State University, Sacramento, 2004 Master of Arts Bilingual and Multicultural Education, California State University, Sacramento, 2013 Doctorate of Educational Leadership California State University, Sacramento, 2017 PROFESSIONAL EXMPLOYMENT High School English and Math Teacher, Heritage Peak Charter School, 2009-Present High School English Teacher, Genesis Charter School, 2007-2009 Middle School English and World History Teacher, Rosa Parks Middle School, 2006- 2007 High School English Teacher, Luther Burbank High School, 2004-2006 FIELDS OF STUDY Ethnic Studies, African Centered Pedagogy, Cultural Competency, Transformative Leadership viii Abstract of EDUCATION REPARATION: AN EXAMINATION OF BLACK TEACHER RETENTION by Malika Melesse Hollinside Black K12 teachers leave the profession at faster rates than any other ethnic group. This exacerbates the disproportion of Black educators in the American teaching force. This study on the experiences of Black K12 teachers can inform the American school system of the workplace conditions that perpetuate their high turnover rates. The purpose of this study was to examine the workplace factors that positively and negatively impact Black K12 teacher retention. This study utilized a mixed-method approach to examine the qualitative and quantitative data. Qualitative data was collected through the interviews of ten Black K12 teachers in Northern California. The interview data was analyzed through open coding to identify existing and emerging themes. The findings confirmed existing research on Black teacher retention and found several common positive themes including: connections with Black/Brown students, advocacy for Black students. resistance, and Black teacher magic. The negative themes that were found included: administrative issues, overt/covert racism, professional barriers, cultural incongruity, and disenchantment. ix Quantitative data was generated from a 48 question Likert scale survey sent by email to Black teachers throughout the nation. An analysis of 98 teacher surveys found numerous positive and negative themes that impact Black teachers’ desire to remain in the field. The survey data was analyzed through a Multiple Regression to see which workplace factors, if any, predicted Black teacher retention. The quantitative data identified several workplace factors that have significant correlations with Black teacher retention including: Administrative Characteristics, Decision Making Influence, Racial Issues, Upward Mobility, Cultural Competency, Safety, and Resources. The regression found the workplace factor Administration Characteristics to be most influential predictor of Black teacher retention. K12 administrators who are liberatory, transformative, supportive, respectful, and culturally responsive are more likely to retain their Black teacher populations. On the other hand, too many K12 school administrators do not support Black teachers professionally and culturally. K12 administrators who are oppressive, unsupportive, and culturally incompetent are more likely to drive Black teachers out of their schools. Recommendations were made to inform the nation’s educational leaders of the federal, state, district, and school level transformations that can benefit Black K12 teacher retention. x TABLE OF CONTENTS Page Livication ………………………………………………………………………………...v Acknowledgements………………………………………………………………………vii Curriculum Vitae………………………………………………………………………..viii List of Figures……………………………………………...………………………….…xv List of Tables………………………………………………...………………….….…..xvii Chapter 1. INTRODUCTION……………………………………………………………………...1 Background of the Study…………………………………..……………………...6 Statement of the Problem……………………………...……………………...….16 Purpose of the Study……………………………………………………………..17 Significance of the Study………………………………………………………...18 Nature of the Study………………………………………………………………18 Theoretical Frameworks…………………………………………………………20 Critical Race Theory……………………………………………………..20 Organizational Culture Theory…………………………………………..24 Limitations……………………………………………………………………….27 Operational Definitions…………………………………………………………..27 xi 2. REVIEW OF RELATED LITERATURE……………………………………………30 Historical Background………………………………………………………...…31 Black Teacher Retention and Attrition………………………………………….
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