Workplace support and diversity in the market for public school teachers

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dora Gicheva, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Education Finance and Policy, 14(2), 272-297
Language: English
Date: 2019
mentoring, workplace support, diversity, teaching

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