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Filling positions or forging new pathways? Scholarship incentives, commitment, and retention of STEM teachers in high‐need schools
Author(s) -
Olitsky Stacy,
Perfetti Amy,
Coughlin Allyson
Publication year - 2020
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.21552
Subject(s) - scholarship , identity (music) , incentive , mathematics education , psychology , pedagogy , sociology , political science , economics , law , microeconomics , physics , acoustics
In recent years, there have been programs aimed at increasing the number of science and math teachers in high‐need areas by offering scholarships to candidates in exchange for their agreement to teach in a high‐need school for a period of time. However, there has been concern that recipients might fulfill the terms of their agreement, then leave for other jobs. This qualitative study of four science and math teachers who received Noyce scholarships examines whether commitment is stable or variable over time, and the impact of structural factors and supports on commitment, professional identity, and retention. Results suggest that while some aspects of commitment demonstrate stability, other aspects may change due to factors including the types of professional identities that are prioritized by teachers, and recognition and support of these identities in work settings. In this study, the teachers who emphasized student‐ and pedagogical‐centered identities, rather than subject‐centered identities, were more likely to stay in their positions, provided that these identities were supported through school structures and positive interactions with colleagues, supervisors, and students. Results suggest that scholarship programs may be useful not only for supporting teachers who have already expressed commitment to science and math teaching in high‐need schools, but also for encouraging new commitments.