Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools

Autor/inn/en	Renzulli, Linda A.; Parrott, Heather Macpherson; Beattie, Irenee R.
Titel	Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools
Quelle	In: Sociology of Education, 84 (2011) 1, S.23-48 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040710392720
Schlagwörter	Racial Factors; Charter Schools; Public School Teachers; Racial Composition; Teaching Conditions; Job Satisfaction; Teacher Attitudes; Social Theories; Institutional Characteristics; Personal Autonomy; Minority Group Children; Whites; African Americans; Hispanic Americans; Asian Americans; American Indians; Urban Schools; Rural Schools; Elementary School Teachers; Secondary School Teachers; Track System (Education); Job Security; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Lehrbedingungen; Unterrichtsbedingungen; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Gesellschaftstheorie; Individuelle Autonomie; White; Weißer; Afroamerikaner; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; American Indian; Indianer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leistungsgruppe; Leistungsdifferenzierung; Arbeitsplatzsicherheit
Abstract	Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. In this article, the authors draw from theories of race and organizations to examine simultaneously the effects of school type (traditional public vs. charter) and racial mismatch on teacher satisfaction and subsequent turnover. In doing so, they examine the organizational differences between traditional public and charter schools that contribute to systematic differences in satisfaction and turnover across these school types. Using 1999-2000 Schools and Staffing Survey data, the authors find that charter school teachers are more satisfied than are public school teachers because of greater autonomy. Charter school teachers, however, are more likely to leave teaching than are traditional teachers. The authors also show that teaching in racially mismatched schools results in lower levels of satisfaction for white teachers and that being in a charter school reduces this negative effect. (Contains 14 notes and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10