ABSTRACT

Ample research exists regarding various reasons special education teachers leave the profession, yet little attention is given to factors that promote professional persistence. The current study was used to address the factors that might encourage the persistence of Black special education teachers (BSETs), who face numerous challenges frequently leading to attrition. Three focus groups with BSETs (N = 9) were conducted and grounded theory analytic procedures were used to generate a preliminary grounded theory, Black Special Education Teacher Persistence in Schools, to explain BSETs' persistence. Participants reported being motivated to change special education systems for students of color with disabilities. Participants described being motivated to change systems based on situational challenges (e.g., poor sense of belonging, bias toward qualifications) distinctively experienced by BSETs. Considerations for future research, educational policy, and practice are discussed.

摘要

关于特殊教育教师离开专业的各种原因存在大量研究，但很少关注促进专业持久性的因素。当前的研究用于解决可能鼓励黑人特殊教育教师 (BSET) 坚持不懈的因素，他们面临着经常导致人员流失的众多挑战。进行了三个 BSET 焦点小组（N = 9），并使用扎根理论分析程序生成了一个初步扎根理论，即黑人特殊教育教师在学校的坚持，来解释 BSET 的持久性。参与者报告说他们有动力改变有色人种残疾学生的特殊教育系统。参与者描述了基于 BSET 独特经历的情境挑战（例如，归属感差，对资格的偏见）改变系统的动机。讨论了对未来研究、教育政策和实践的考虑。