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Workplace Support and Diversity in the Market for Public School Teachers

Author

Listed:
  • Steven Bednar

    (Department of Economics Elon University Elon, NC 27244)

  • Dora Gicheva

    (Department of Economics University of North Carolina at Greensboro Greensboro, NC 27402-6170)

Abstract

Mentoring, and to a greater extent support from high-level administrators, has been shown to decrease worker turnover in general, but little is known about its differential impact on minority workers. Utilizing four waves of the Schools and Staffing Survey, we find that administrative support is most strongly associated with retention for minority teachers working in schools where minorities are underrepresented. This effect is pronounced for teachers new to the profession and those in schools with more students from low-income families or located in rural areas. The results indicate that workplace support is essential in maintaining or growing minority representation in relatively less-diverse organizations.

Suggested Citation

  • Steven Bednar & Dora Gicheva, 2019. "Workplace Support and Diversity in the Market for Public School Teachers," Education Finance and Policy, MIT Press, vol. 14(2), pages 272-297, Spring.
    • Handle: RePEc:tpr:edfpol:v:14:y:2019:i:2:p:272-297
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets
    • J62 - Labor and Demographic Economics - - Mobility, Unemployment, Vacancies, and Immigrant Workers - - - Job, Occupational and Intergenerational Mobility; Promotion
    • M54 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Personnel Economics - - - Labor Management

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