RAND-Conditions That Teachers of Color Perceive as Contributing to a Sense of Belonging at School -Findings from the 2022 Learn Together Survey-此為英文文檔

CORPORATION

KEYFINDINGS

■Amajorityofteachersofcolor,whenaskedhow

theirschoolcultivatesasenseofbelongingforthem,describedeffortstorecognizeandcelebrateraceandeducatetheschoolcommunityaboutraceandculture.

■Halfofteachersofcolormentionedthatschoolclimate(e.g.,feelingsofinclusivity,havingavoice)andcommonschoolpractices(suchassocialgatherings)fosteredasenseofbelonging.

■Teacherandschoolcharacteristics,suchasateacher’sraceandschooldemographiccomposition,madeadif-ferenceinhowteachersofcolorperceivedthecultivationofasenseofbelongingintheirschools.

■Teachersofcolorwhoindicatedthattheyhadstrongpositiverelationshipswithfellowteacherstendedtohigh-lightcommonschoolpractices,suchassocialgatheringsandcollaborationtime,asfactorsthatcreatedasenseofbelonging.Teachersofcolorwithoutstrongpositiverelationshipstendedtodescribestudent-focusedefforts.

ResearchReport

ALLYSOND.GITTENS,KARENCHRISTIANSON,ELIZABETHD.STEINER

ConditionsThatTeachers

ofColorPerceiveas

ContributingtoaSenseof

BelongingatSchool

Findingsfromthe2022LearnTogether

Survey

A

midnationalconcernaboutincreasedteacherattritionandagrowingatten-tiontoworkforcediversity,manystatesanddistrictsaretakingavari-etyofactionstoattractandretainteachersofcolor(EducationTrust,undated).Araciallyandethnicallydiverseteachingworkforceiscrucialforthesocial,emotional,andacademicdevelopmentofallstudentsandisparticu-larlycriticalforstudentsofcolor(Bristoland

Martin-Fernandez,2019;Carver-Thomas,

2018).Teachersofcolorcanplayacriticalroleinconnectingwithstudentsofcolorthroughsharedlanguage,improvementofstudents’aspirationsfortheirfutures,andincreasingfeelingsofschoolconnectednessforstudents(EgaliteandKisida,2018;Floresetal.,2007).Teachersofcoloralsoserveasrolemodelsforstudentsofcolor(King,1993;Ladson‐Billings,1990)andhaveahigherlevelofmulticultural

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Effortstocultivateasenseofbelongingcouldcontributetoimprovingretentionofteachersofcolor.

awareness(CherngandHalpin,2016),whichcantranslatetomoreculturallyresponsiveteaching.

ThereissomeevidencethatteachersofcolorleavetheteachingprofessionathigherratesthandotheirWhitecolleagues,andsometeachersofcolorhavereportedthattheirdecisionstoleavetheirjobsarerelatedtofeelingsofisolationandracialharass-ment(Dixon,Griffin,andTeoh,2019;Steineretal.,2022).Teachersofcolorareunderrepresentedintheworkforceandoftenareintheminorityamongstaffintheirschools.Asof2018,roughly7percentofteachersintheUnitedStatesidentifiedasBlackorAfricanAmerican,9percentidentifiedasHispanic,and2percentidentifiedasAsianAmericanorPacificIslander(AAPI)(NationalCenterforEducationSta-tistics,2020).Recentsurveysofnationallyrepresenta-tivesamplesofteachershavefoundthatonlyaboutone-thirdofteachersofcolorreportedteachinginaschoolinwhichthemajorityofthestaffwerealsopeopleofcolor.1

Effortstocultivateasenseofbelongingcouldcontributetoimprovingretentionofteachersofcolor.BaumeisterandLeary(1995)havedefinedasenseofbelongingasaninnatehumanneedforinterpersonalattachments,whileotherscholarshavedescribeditas“personalinvolvement(inasocialsystem)totheextentthatonefeelsthattheyareintegralandindispensable”(Anant,1967,p.1137).Peoplewhofeelthattheybelongintheirworkplacearemoreproductiveandengagedandmighthaveabettersenseofwell-being(KachchhapandHoro,2021;Waller,2020).Ifrealized,theseben-

efitscouldpromotepositivelearningexperiencesforstudents(KachchhapandHoro,2021;Shah,2012).Schools—andtheculturetheypromote—canplayanimportantroleinfosteringasenseofbelongingforteachers,ascanpositiverelationshipswithcol-leagues(KachchhapandHoro,2021;Waller,2020).However,lessisknownaboutthespecificactionsandactivitiesthatcontributetothesenseofbelong-ingthatteachersofcolorfeelintheirschools.

Toinvestigatethis,weusedtheAmericanTeacherPaneltosurveyroughly3,608teachersinMarchandApril2022throughtheLearnTogetherSurvey(LTS).TheLTSaskedallsampledteachersabouttheextenttowhichtheirschoolcultivatedasenseofbelongingforteacherswhoidentifyaspeopleofcolor.Teacherswhorespondedthattheirschooldidso“toamoderateextent”or“toagreatextent”werethenaskedanopen-endedques-tionabouthowtheirschoolcultivatesthissenseofbelonging.Intotal,1,507teachersrespondedtothisquestion.Wefocusedouranalysisontheinterpretableresponsesof342teachersofcolor.Wedefinedteachersofcolorasanyindividualwhoself-identifiedasBlackorAfricanAmerican,His-panicorLatino,Asian,NativeHawaiianorPacificIslander,orAmericanIndianorAlaskaNativeanddidnotself-identifyasWhite.Becausethisreportfocusesontheresponsesofonlyteachersofcolor,weusethetermteachersofcolorandthemoregen-eraltermteacherssynonymouslyintheremainderofthereporttorefertoourfocalpopulation.

Toourknowledge,thisisthefirsttimeteachersofcolorhavebeenaskedonanationalscaleaboutthespecificwaysinwhichtheirschoolsupportstheirsenseofbelonging.Thesurveyquestionweaskedtheseteacherswasopen-ended;theresultingdataprovideabroadunderstandingofthetypesofschool-levelactionsthatteachersofcolorsaysup-portasenseofbelongingbutdonotprovideinfor-mationaboutnationalprevalenceofspecificpoliciesandactions.Foradditionaldetailsonourmethodsandalistoffactorsthatcontributedtoteachers’sensesofbelonging,seethe“HowThisAnalysisWasConducted”boxattheendofthisreport.

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MoreThanHalfofTeachersofColorReportedThatRecognizingandCelebratingorEducatingAboutRaceandCultureCultivatedaSenseofBelonging

Amajorityofteachersofcolor(approximately200)reportedthateffortsmadeintheirschoolstorec-ognizeandcelebrateraceorcultureortoeducatestudentsandteachersaboutraceandculturehelpcultivatetheirsenseofbelonging.Weidentifiedthreemaintypesofpracticesthatrecognizeraceandthatteachersreportedfosteredtheirsenseofbelonging:(1)student-facingpractices,(2)staff-focusedprac-tices,and(3)schoolwidepractices.

Justoverone-thirdofthese200teachersdescribedstudent-focusedpractices,suchasBlackHistorymonthcelebrations,curriculaorbooksfea-turingtheexperiencesofdifferentracialgroups,orhallwaydecorationshonoringdifferentcultures.Alargemajorityoftheteacherswhomentionedsucheffortsdescribedschoolcelebrationsofspecificcul-turalholidaysorparticipationinBlack,Hispanic,orAAPIhistorymonths.Afewteachersprovidedexamplesofthesecelebrationsoractivities,suchasessaycontests,doorandbulletindecorations,culturalattiredays,performances,andluncheons.Oneteacherexplained,“[w]ecelebrateBlackHis-toryMonthwellbyincludingtheentireschoolinappreciationactivities.Wehavespecializedmorn-ingannouncement[s]talkingaboutachievementsoffamousBlackindividualsthroughouthistory.Finally,wehaveaBlackHistoryLuncheonforstaffwithhome-cooked,potluck‘soulfood’....It’soneofourbestschoolevents.”Atthesametime,afewteachersnotedthatitcanbeachallengetoholdtheresponsi-bilityofplanningculturalcelebrations:“Ireallydon’tseeanysenseofbelongingunlessit’stheteachersthemselvesthataredoingtheplanningwithintheirethnicgroup.”Aboutone-quarteroftheteachersdescribedtheirschool’seffortstorecognizeraceincurriculaandbooks.Althoughtheseeffortsmighthavebeengearedtowardstudents,manyteachersreportedthattheseactivitiescontributedtotheirownsenseofbelonging.

Approximatelyoneinfiveteacherspointedtostaff-focusedpractices.Mostcommonly,theseteach-ersdescribedstafftrainingsontopicssuchasequity,diversity,bias,andracism.Someteachersnotedthattheirschools’equityteams,bookclubsfocusedondiscussingracism,andaffinityorsupportgroupsforteachersofcolorcreatedasenseofbelonging.Oneteacherexplainedthatdepartmentchairscreatedanafterschoolgroupforteachersofcolortoshareandconnectwitheachother.Sheexplainedthat“[a]llteachersarewelcome,butIappreciatethatIcanmeetwithteacherswhounderstandmyculture[and]thinkingprocessandarewillingtosharetogether.”

Finally,afewteachersdescribedschoolwideprac-tices,whichwedefineasgeneralpoliciesorpracticesrecognizingraceandculturethataffectthebroaderschoolcommunity.Suchpracticesincludedthepro-visionofinformationinmultiplelanguages,aschoolfocusoninclusion,andintentionaleffortstohaveteachersofcolorinleadershiproles.Oneteacherstated,“[m]ostofthestaffarepeopleofcolorsowevalidateeachotherandmakesureallcommunicationissentinEnglishandSpanishtogivebothlanguagesequalvalue.”

Wehavedoneworkaroundimplicitracismand[W]hitesupremacy.Inmeetings,spaceiscreatedfordifferentvoicesandperspectives.Whitefolksacknowledgewhentheyaretakingupspaceandstepdownsootherscanspeakup(orareexplicitlyaskedto).

—Hispanicteacher

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Ourstaffgetsalonggreat,andwesupporteachothernomatter[our]race.Wewillmeetupforsocialhoursorattendeventstogetherasastaff.Everyoneisinclusiveofeachotherandweallfeelverywelcome.

—Hispanicteacher

TeachersinSchoolsWhereMostStafforStudentsIdentifiedasPeopleofColorTendedtoDescribeStudent-FacingEfforts

Teachersinschoolsinwhicheithermoststafforstu-dentsidentifiedaspeopleofcolortendedtodescribestudent-facingpracticestorecognizeandcelebrateoreducateaboutraceascreatingasenseofbelonging.ComparedwithteacherswhotaughtatschoolsthatpredominantlyserveWhitestudents,twiceasmanyteacherswhotaughtatschoolsthatpredominantlyservestudentsofcolordescribedformalschoolcel-ebrationsofraceandculture(e.g.,celebrationofholidaysandculturalhistorymonths)andeffortstoeducateaboutraceinclassroominstruction.2

Incontrast,teachersinschoolsinwhichtheprincipalormostofthestaffwereWhitetendedtodescribestaff-focusedpractices.Thesepracticesincludedequitycommittees,affinitygroups,train-ingsaboutraceorequity,orabookstudyfocusedonbetterunderstandingtheeffectsofraceandracism.

Comparedwithteacherswhotaughtatschoolsinwhichtheprincipalwasapersonofcolor,nearlytwiceasmanyteachersofcolorwhotaughtatschoolswithaWhiteprincipaldescribedstaff-focusedeffortstorecognizeraceashelpingcultivateasenseofbelonging.Similarly,comparedwithteacherswhotaughtatschoolswithamajorityofteachersofcolor,twiceasmanyteacherswhotaughtatschoolsinwhichmostofthestaffwasWhitementionedstaff-focusedpracticestorecognizeraceasameansofcreatingasenseofbelonging.

HalfofTeachersReportedThatSchoolClimateandCommonSchoolPracticesCultivatedaSenseofBelongingatTheir

School

Inadditiontorace-andculture-focusedstrategies,halfofteachersinoursamplereportedthatschoolclimateandcommonschoolpracticescontributedtotheirsenseofbelonging.Aboutone-thirdofteach-erssaidsuchschoolclimate–relatedfactorsasstaffdemographiccomposition,teachercamaraderie,andageneralsenseofinclusivityandequalitycontrib-utedtotheirsenseofbelonging.Roughly13percentofteachersspecificallynotedthatthedemographiccompositionoftheirschoolinherentlycreatedasenseofbelongingbecauseotherteacherssharedtheirracialorethnicbackground.Asoneteachersaid,“[m]anyadministratorsare[peopleofcolor],manystudents,manystaff....Duetothat,asafespaceisinbuilt.”O(jiān)therteachersmentionedthattheirschooliswelcomingandthattheiradministratorsincludetheminschooldecisionmaking,andafewteacherssaidthatallteachersaretreatedequallyandwithrespect.Nearly20percentofteacherssaidthatcommonschoolpracticescontributedtofeelingsofbelonging.Theseincludedschool-organizedsocialgatherings,teacherrecognitionefforts,promotionofteachermentalandphysicalhealth,planningtime,andprofessionallearningcommunities.

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WorkinginaSchoolWhereMostStaffWereAlsoPeopleofColorAppearstoFosteraSenseofBelonging,ParticularlyforBlackTeachers

Teachersinoursamplewhotaughtatschoolsinwhichtheprincipalorthemajorityofstaffidentifiedaspeopleofcolormentionedthatthestaffdemo-graphicsinherentlycultivatedasenseofbelongingmoreoftenthantheircounterpartsdid.Principalandstaffdemographicsoftenaligned;teachersofcolorwhoworkedinaschoolwithaprincipalofcolorsaidthatamajorityoftheschoolstaffwerealsopeopleofcolor.Incontrast,mostteachersofcolorwhotaughtinaschoolthatpredominantlyservesWhitestudentsreportedthatthestaffwasmajorityWhite.

ComparedwithteacherswhodonotidentifyasBlack,moreBlackteachersspecificallymentionedstaffdemographicsandcommonschoolpracticesascreatingasenseofbelonging.Priorresearchsug-geststhathavingrepresentationintheworkplaceisanimportantaspectoffeelingsofacceptanceandbelongingforBlackindividuals(Bauman,Trawalter,andUnzueta,2014).

StrongPositiveRelationshipsWithColleaguesAppeartobeLinkedtoaSenseofBelonging

Finally,weaskedteachersaseparatesurveyquestionaboutwhethertheyhadstrongpositiverelationshipswithotherteachersintheirschool.Alargemajority(89percent)ofthe342teachersofcolorinourquali-tativesamplesaidthattheyhadsuchrelationships.Moreteachersinoursamplewhohadstrongposi-tiverelationshipswiththeircolleaguesdescribedapositiveschoolclimate(e.g.,feelingsofinclusiveness,equaltreatment,staffdemographics)asinfluencingtheirsenseofbelongingthandidteacherswhodidnotreporthavingsuchrelationships.Teacherswhohadstrongpositiverelationshipswithotherteachersalsodescribedopportunitiesforsocialgatherings,teacherrecognition,andteachercollaborationassupportingtheirsenseofbelongingmoreoftenthantheircounterpartsdid.Teacherswhodidnothave

Weareall,withtheexceptionofonememberoffaculty,ofcolor.Weallshareaheightenedlevelofmutualrespectandunderstanding.Weconsistentlyembraceandcelebrateourculturesandethnicities.

—Blackteacher

strongpositiverelationshipswiththeircolleaguestendedtoreportstudent-andstaff-focusedefforts(ratherthanschoolclimateorcommonpractices)tocreateasenseofbelonging.

Discussion

Teachersofcolorsupportthepositivesocial,emo-tional,andacademicdevelopmentofstudentsfromallracialandethnicbackgrounds(Carver-Thomas,2018).Therefore,recruitingandretainingaraciallyandethnicallydiverseteacherworkforceisessen-tial.Feelingsofisolation,racialdiscrimination,andbeingundervalued,amongotherchallenges,arekeyreasonsthatteachersofcolorsaythattheyconsiderleavingtheirjobs(BristolandMartin-Fernandez,2019).Researchshowsthatorganizationleaders’effortstocreateasenseofbelongingintheworkplacecanhelpimproveretention(Waller,2021).Werecom-mendthreetypesofeffortsthatschoolleaderscouldimplementtofosterasenseofbelongingforteach-ers:(1)Considerstudentandstaffdemographicsinschoolwideplanning,(2)establishgroupsthatsup-portteacherdiversity,and(3)fosterstrong,positiverelationshipsamongstaff.

Broadly,ourfindingsindicatethatteachersofcolorinschoolsthatpredominantlyservestudents

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ofcolororinwhichamajorityofstaffarepeopleofcoloridentifieddifferentfactorsthatcontributedtotheirsenseofbelongingthantheircounterpartsinschoolsinwhichtheprincipaloramajorityofstaffareWhite.Formanyteachersofcolorinschoolsinwhichamajorityofstaffwerepeopleofcolor,commonschoolpracticesandstaffdemographicsinherentlycultivatedasenseofbelonging.Itmightbethecasethatcommonschoolpracticeshelpbuildrapportandtrustamongteachers.Ourfindingssug-gestthatitcouldbeevenmoresalientforBlackteach-erstoseethemselvesrepresentedintheirschools.Thus,weencourageschoolanddistrictleaderstocontinueconsideringthedemographiccompositionoftheirstudentsandstaff,alongsidestaffandstu-dentinput,whenplanningschoolwideefforts(DixonGriffin,andTeoh,2019;WarnerandDuncan,2019).However,someschoolanddistrictleadersmightneedtobecognizantofstatepolicieswithintheUnitedStatesthatlimitthediscussionofracewithinschools,whichcancomplicatetheseefforts.

Incontrast,teachersinoursamplewhoworkedinschoolsinwhichmoststaffandtheprincipalwerenotpeopleofcolortendedtodescribestaff-focusedefforts(e.g.,equitycommittees,trainings

Activitiesthatexplicitlyfocusonraceandcultureplayaroleinteachers’perceptionsofasenseofbelonging,inadditiontotheoverallschoolclimateandtheeverydayinteractionsbetweenteachersandadministration.

aboutraceorequity).Researchindicatesthatschoolleaderscansupportteacherdiversitythroughsup-portnetworksorequityteams(Dixon,Griffin,andTeoh,2019;GallowayandIshimaru,2019),andweurgeschoolleaderstoconsiderimplementingsuchgroups.Theseeffortsshouldbedevelopedandledbyaraciallydiversegroupofstaffandavoidtheappear-anceofbeingacomplianceactivity(Dixon,Griffin,andTeoh,2019).Sucheffortshavebeencriticizedforplacingtheonusofequityworkonpeopleofcolor,andwerecommendthatschoolleaderscompensateteachersfortheseadditionalresponsibilities(Lerma,Hamilton,andNielsen,2020).

Wealsofoundthatpositiverelationshipswithotherteachersappearedtobelinkedtoasenseofbelongingregardlessofschooldemographics.There-fore,werecommendthatschoolleadersimplementeffortstocultivatepositiverelationshipsbetweenstaffanddevelopapositiveschoolclimate(Retal-lickandButt,2004;Shah,2012).Teacherswhohavestrongpositiverelationshipswithotherteachersmightmorereadilyengageinsocialactivitiesandfeelasthoughtheirschooliscultivatingasenseofbelongingbecauseoftheconnectionsthattheyhavewiththeircolleagues(Steineretal.,2022).Althoughwewerenotabletoinvestigatethecausaldirectionoftherelationships,strongpositiverelationshipscouldcreate—orbeabyproductof—abroadersenseofbelonging.

Takentogether,thesefindingsillustratethemultiprongedwaysinwhichasenseofbelongingmightbecultivatedforteachersofcolor.Itisevidentthatactivitiesthatexplicitlyfocusonraceandcul-tureplayaroleinteachers’perceptionsofasenseofbelonging,inadditiontotheoverallschoolclimateandtheeverydayinteractionsbetweenteachersandadministration.Whileourreportexaminesthefac-torsthatpositivelycontributedtothesenseofbelong-ingofteachersofcolor,futureresearchmightexplorewhataspectsofschoolsnegativelyaffectteachers’sensesofbelongingsothatschoolanddistrictleadersmightproactivelyaddressandmitigatethoseaspectsoftheirschools.

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Limitations

Thisresearchhassixlimitations.First,ourfindingsrelyonself-reportsandperceptions,whichmightbeincompleteandaresubjecttoreportingbias—alimitationpresentinallsurveyresearch.Second,thesmallnumberofteacherresponses,whichareunweighted,limitgeneralizabilityofourfindings.Third,teachersself-selectedintooursamplebypro-vidinganinterpretableresponse;theseteacherscouldbesystematicallydifferentfromthosewhodidnotprovidearesponseinwaysweareunabletomeasure.

Fourth,ourdatadonotcapturetheopinionsandexperiencesofteachersofcolorwhodidnotfeelthattheirschoolcultivatedasenseofbelonging.Fifth,ourfindingsarepurelydescriptivecharacteriza-tionsofasmallnumberofteacherresponsesanddonotimplycausalrelationships.Finally,werecognizethatinaggregatingandanalyzingdataacrossracialgroups,ourfindingsmightmaskvariationsintheexperiencesofteachersbetween(andalsowithin)racialgroups;theexperiencespresentedinthisreportmightnotberepresentativeoforapplytoallteachersofcolor.

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HowThisAnalysisWasConducted

Twoqualitativeanalystscodedteachers’responsesusingacodingschemeinductivelydevelopedbythequalitativelead.Teachers’responsesvariedsignificantlyincontentanddepth—someansweredwithacoupleofwords,andotherswroteaparagraphortwo.Accordingly,wedevelopedthecodingschemesothatwecoulddescribethevarietyofresponsesthroughbothbroadthemesandfiner-grainedsubthemes.Theanalystsmetregularlywhilecodingtoresolveambiguities,ensurereliableapplicationofthecodes,anddiscussadditionsorrevisionsofcodes.Weexaminedwhetherthereweresubstantivedifferencesinteachers’responsesacrossteachercharacteristics(e.g.,racialbackground,answerstoasurveyquestionaboutstrongrelationshipswithfellowteachers)andschoolcharacteristics(e.g.,locale;whethertheprincipal,amajorityofstudents,oramajorityofteachersidentifiedaspeopleofcolor;andwhethertheschoolrequiredeitherculturalcompetencyorantiracisttrainingforstaff).

Throughoutthereport,weusemajoritytorefertoatleastone-halfoftherespondentsinanapplicablegroup,mosttorefertoatleastthree-quartersofrespondents,sometorefertomorethanone-quarterbutfewerthanone-halfofsurveyrespondents,andfewtorefertofewerthanone-quarterofsurveyrespondents.Whenappropriate,wealsoprovideroughproportions(e.g.,“about20percent”)tosignaltothereaderhowfrequentlysomeresponsesarose.Somerespondentsdescribedmultiplewaysinwhichtheirschoolscultivateasenseofbelongingforteachersofcolor,soresponsesarenotmutuallyexclusive.

Ofthe3,608teacherssurveyed,1,507teachers,or42percent,reportedthattheirschoolcultivatedasenseofbelongingto“amoderateextent”or“greatextent.”Theseteacherswerethenaskedtheopen-endedquestion:“Inwhatwaysdoesyourschoolcultivateasenseofbelongingforteacherswhoidentifyaspeopleofcolor?”Wefocusedouranalysisonthe372responsesofteachersofcolor.Weremoved30responsesbecauseeithertheteacherreportedthattheirschooldidnotdoanythingspecificallytocultivateasenseofbelongingorbecauseitwasuninterpretable,meaningitlackedsufficientdetailorclarity(e.g.,“Wedothingsapart[sic]ofourculture”).Teachers’responsestothisopen-endedsurveyquestionfellintothreebroadcategories:

?Recognizingandcelebratingoreducatingaboutraceandculture.Thisconditionconsistsofthefollowingthreetypesofpractices:

?student-facingpractices,examplesofwhichincludeformalschoolculturalandholidaycelebrationsandcurriculathat

incorporatediverseperspectives

?staff-focusedpractices,examplesofwhichincludetrainingsorprofessionaldevelopmentandaffinitygroupsorbook

clubs

?schoolwidepractices,examplesofwhichincludeencouragementforteachersofcolortotakeonleadershippositions

andbroadmissionsofinclusion.

?Schoolclimate.Examplesofthisconditionincludestaffdemographicsandfeelingsofequality,inclusion,andcamaraderie.

?Commonschoolpractices.Examplesofthisconditionincludesocialgatheringsandopportunitiesforteachercollaboration.

Wedefineteachersofcolorasanyteacherwhoself-identifiedasBlackorAfricanAmerican,HispanicorLatino,Asian,NativeHawaiianorPacificIslanderorAmericanIndianorAlaskaNative.Multiracialteacherswereconsideredtobeteachersofcolor.TeacherswhoreportedtheirraceasWhiteanddidnotselectanyotherracialorethniccategoriesorwhopreferrednottostateorself-describetheirracialidentitywerenotcountedasateacherofcolor.Four-fifthsofthe342teachersinourfinalsamplewerewomen;one-fifthweremale.Forty-fivepercentidentifiedasHispanic,36percentidentifiedasBlack,11percentidentifiedasAsianAmericanorPacificIslander,and8percentidentifiedas“Other,”includingteacherswithmorethanoneraceorethnicity.

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Notes

1Thisanalysiswasconductedforthe2022LearningTogetherSurveys.FurtherdetailscanbefoundintheTechnicalDocumentation(Doanetal.,2022).Todeterminetheracialcompositionofteachers’schools,weaskedteachersapproximatelywhatpercentageofteach-ersintheirschoolsidentifyaspeopleofcolor.Teacherswereabletorespondthat“none,”“1to25percent,”“26to50percent,”“51to

75percent,”or“76to100percent”ofteachersintheirschoolsidentifyaspeopleof