Open AccessExamining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress
Author(s) -
Paul G. Fitchett,
Jendayi B. Dillard,
Christopher J. McCarthy,
Richard G. Lambert,
Kristen C. Mosley
Publication year - 2020
Publication title -
education policy analysis archives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.727
H-Index - 46
ISSN - 1068-2341
DOI - 10.14507/epaa.28.4999
Subject(s) - ethnic group , staffing , context (archaeology) , race (biology) , psychology , intersectionality , statistics education , occupational stress , exploratory research , social psychology , sociology , medicine , mathematics education , gender studies , geography , nursing , archaeology , anthropology
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.