Representing approximately 20% of the workforce, educators of color (EOC) leave the field at a rate 25% higher than their White counterparts. Despite workforce diversification efforts, few studies investigate the psychosocial consequences of navigating racialized school climate as reasons EOC may leave the workforce. This study relies on survey data collected from educators of color (paraprofessionals through superintendents) across the state of Iowa. Applying a critical quantitative research design, we examined factors that link racialized school climate to their job satisfaction and psychological well-being. Findings indicate that a racialized school climate has a significant, direct effect on EOC’s race-based stress and professional racial self-efficacy. We argue that solely focusing on the retention of educations of color acts as a distraction from dismantling the institutionalized racism that continues to permeate our school systems.

约占劳动力的20％，色彩教育者（EOC）的出勤率比白人教育者高25％。尽管进行了劳动力多元化的努力，但很少有研究调查因种族平等的学校可能离开劳动力队伍而导致的种族化学校氛围带来的社会心理后果。这项研究依赖于爱荷华州从有色人种教育机构（从专业人士到主管）的调查数据。应用一项关键的定量研究设计，我们研究了将种族化的学校氛围与他们的工作满意度和心理健康联系起来的因素。调查结果表明，种族化的学校氛围对平机会基于种族的压力和职业种族自我效能感具有重大而直接的影响。