A schools’ collective social assets (i.e., school culture, administrative support, and satisfied colleagues) are especially important for beginning teachers at higher risk of attrition, including special educators, teachers of color, teachers in high-poverty schools, and teachers in schools serving predominantly students of color. These teachers often report experiencing less social support than general educators, White teachers, teachers in low-poverty schools, and teachers serving predominantly White students, respectively; we labeled this inequitable access to schools’ collective social assets Intersectional Professional Vulnerability. Using data from the Schools and Staffing Survey and structural equation modeling, we examined how beginning teachers’ race/ethnicity and their students’ race/ethnicity, socioeconomic status, and disability status related to perceptions of their schools’ collective social assets and how those perceptions shaped intent to continue teaching. We found significant differences in access to collective social assets based on their race/ethnicity, role as special versus general educators, and students served within their school.

学校的集体社会资产（即学校文化、行政支持和满意的同事）对于流失风险较高的新任教师尤其重要，包括特殊教育工作者、有色人种教师、高贫困学校教师和学校教师主要为有色人种学生服务。与普通教育工作者、白人教师、低贫困学校的教师和主要为白人学生服务的教师相比，这些教师通常报告说获得的社会支持更少；我们将这种对学校集体社会资产的不公平访问称为交叉专业漏洞。使用来自学校和人员配备调查和结构方程模型的数据，我们检查了初任教师的种族/民族及其学生的种族/民族、社会经济地位、和残疾状况与对学校集体社会资产的看法以及这些看法如何塑造继续教学的意图有关。我们发现，基于种族/民族、特殊教育工作者与普通教育工作者的角色以及在学校服务的学生，在获取集体社会资产方面存在显着差异。