*Leaving to Fit in? The Ethnoracial Composition of Principals, Peer Teachers, and Teacher Turnover in New York City
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| Title: | *Leaving to Fit in? The Ethnoracial Composition of Principals, Peer Teachers, and Teacher Turnover in New York City |
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| Language: | English |
| Authors: | Luis A. Rodriguez (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2026 48(1):63-85. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Principals, Minority Group Teachers, Faculty Mobility, Racial Composition, Public School Teachers, Urban Schools, African American Teachers, White Teachers, Hispanic Americans |
| Geographic Terms: | New York (New York) |
| DOI: | 10.3102/01623737241304388 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | Retention of teachers of color remains a persistent educational concern, yet little research explores whether teachers of color are less likely to turnover when teaching in schools with principals and peer teaching staff of the same race/ethnicity. This study explores whether principal and peer teacher demographics predict teacher turnover in New York City, and whether they do so differently for teachers of color. We find that Black teachers are less likely to turnover when working in schools with a principal and a higher share of peer teachers of the same race/ethnicity. Results show similar and more consistent patterns for White teachers but no significant difference for Hispanic teachers. We conclude by discussing implications for educational policy, practice, and research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496386 |
| Database: | ERIC |
| Abstract: | Retention of teachers of color remains a persistent educational concern, yet little research explores whether teachers of color are less likely to turnover when teaching in schools with principals and peer teaching staff of the same race/ethnicity. This study explores whether principal and peer teacher demographics predict teacher turnover in New York City, and whether they do so differently for teachers of color. We find that Black teachers are less likely to turnover when working in schools with a principal and a higher share of peer teachers of the same race/ethnicity. Results show similar and more consistent patterns for White teachers but no significant difference for Hispanic teachers. We conclude by discussing implications for educational policy, practice, and research. |
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| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737241304388 |
