Special Education Teachers of Color Burnout, Working Conditions, and Recommendations for EBD Research

Autor/inn/en	Scott, LaRon A.; Bettini, Elizabeth; Brunsting, Nelson
Titel	Special Education Teachers of Color Burnout, Working Conditions, and Recommendations for EBD Research
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 2, S.97-108 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221146495
Schlagwörter	Stellungnahme; Special Education Teachers; Teacher Burnout; Race; Ethnicity; Educational Research; Racial Factors; Teaching Conditions; Teacher Persistence; Racial Identification; Minority Group Teachers; Stress Variables; Teacher Characteristics; Student Characteristics; Racism; Minority Group Students; Students with Disabilities + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Burnout-syndrom; Burnout; Burnout-Syndrom; Rasse; Abstammung; Ethnizität; Bildungsforschung; Pädagogische Forschung; Lehrbedingungen; Unterrichtsbedingungen; Rassismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	This article is in direct response to Garwood's call to action about burnout and the special education teacher workforce. While Garwood's call to action is critically needed, we contend that the call is incomplete as it lacks emphasis on factors linking sociocultural identity and burnout. Therefore, in this article, we discuss the significance of elevating sociocultural identity, specifically race and ethnicity, into research about special education teacher burnout. We argue that any research on special education teacher burnout that does not include race and ethnicity is overlooking the racialization of special education teachers' working conditions, and ultimately is incapable of addressing one of the most pressing issues in the special education field--retaining teachers of color. Recommendations for researchers to address sociocultural identities (i.e., race and ethnicity) in their research, specifically about special education teachers of color teaching students with emotional and behavioral disorders, are addressed. [For "Special Educator Burnout and Fidelity in Implementing Behavior Support Plans: A Call to Action," see EJ1379709.] (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01