Elementary teacher occupational health outcomes across schools with varying resources and demographics

Bibliographic Data

ID21375993
AuthorsKristen C Mosley (0000-0002-3125-3540, Department of Educational Psychology University of Texas at Austin Austin, Texas USA), Christopher J Mccarthy (0000-0001-6675-5818, Department of Educational Psychology University of Texas at Austin Austin, Texas USA, corresponding author), Richard G Lambert (0000-0002-5791-962X, Department of Educational Leadership, Secondary, and K12 Education University of North Carolina at Charlotte Charlotte North Carolina USA), Paul G Fitchett (0000-0003-3793-4029, Department of Middle, Secondary, and K12 Education University of North Carolina at Charlotte Charlotte North Carolina USA), Jp Dillard (0000-0001-9121-4191, The University of Texas at Austin), Jendayi B Dillard (Department of Educational Psychology University of Texas at Austin Austin Texas USA)
Year2023
Volume60
Issue4
Pages943-964
Publication date2023-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.22814
OpenAlexW4304891936
LanguageEN
Citations received5
References cited58

Equity for students includes access to a healthy teacher workforce across all school settings. This study sought to disentangle the role of racial/ethnic (in)congruence in teacher stress from school resources by using propensity score analysis to match Black, Hispanic, and White elementary teachers on individual, classroom, and school characteristics, and examining whether these matched teachers reported differences in stress outcomes when working in schools where the predominant student demography was either congruent or incongruent with their own. Data from the 2015−2016 National Teacher and Principal Survey was used to find propensity score matches among 7540 Black, Hispanic, and White elementary teachers. Black, Hispanic, and White teachers all reported stronger occupational health outcomes in higher‐resourced, majority‐White schools. Black and Hispanic teachers reported higher levels of occupational health outcomes than White teachers when teaching in under‐resourced, majority−minority schools. These findings suggest important implications for teacher training and support, such as considering increased training and reflection opportunities on culturally responsive teaching, broadening policies that homogeneously categorize and aim to uniformly support “teachers of color,” and examining the ways in which teacher identity uniquely informs their workplace experiences and may necessitate differentiated resources

Demographics · Developmental psychology · Equity (law) · Ethnic group · Medical education · Pedagogy · Sociology · Teacher education · White (mutation) · Workforce · Demography · Early Childhood Education and Development · Educational Environments and Student Outcomes · Medicine · Psychology · Teacher Education and Leadership Studies

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