Research on the attrition of teachers of color suggests that, under certain organizational conditions, they leave teaching at higher rates than other teachers. Additionally, research has identified microaggressions experienced by Black teachers. Building on the literature, we explored how racism and microaggressions may help us understand Black mathematics teachers’ attrition. We designed and administered the Black Teachers of Mathematics Perceptions Survey and found that teachers’ experiences of microaggressions accounted for most of the variance in our modeling of teachers’ thoughts of leaving the profession. These data reveal that anti-Black, racist microaggressions should be addressed as organizational conditions to be mitigated. From a critical quantitative perspective, the data reveal sociocultural and sociopolitical influences that often go unnoticed in large-scale policy work.

对有色教师流失的研究表明，在某些组织条件下，他们离开教学的比率高于其他教师。此外，研究还确定了黑人教师所经历的微攻击。在文献的基础上，我们探索了种族主义和微侵略性如何帮助我们理解黑人数学教师的减员。我们设计并管理了黑人数学教师的感知调查，结果发现，在我们的教师离开专业的思想模型中，教师的微观攻击经验是造成差异的主要原因。这些数据表明，应将反黑人种族主义微侵略作为组织条件加以解决。从定量的角度来看，