Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits

Name: Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits
Published: 2022-07-11
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Samantha Viano, George Mason University; Luis Rodriguez, New York University; Seth Hunter, George Mason University

Version: View help for Version V1

American Educational Research Association Data Repository

Name	File Type	Size	Last Modified
READ_ME.txt	text/plain	1.2 KB	07/11/2022 06:01:PM
Viano et al 2022, Analysis.do	text/plain	48.7 KB	07/11/2022 05:59:PM
Viano et al 2022, NTPS 2015 Cleaning.do	text/plain	20.1 KB	07/11/2022 05:30:PM
Viano et al 2022, SASS 2007 Cleaning.do	text/plain	20.3 KB	07/11/2022 01:23:PM
Viano et al 2022, SASS 2011 Cleaning.do	text/plain	21.6 KB	07/11/2022 06:12:PM

Project Citation:

Viano, Samantha, Rodriguez, Luis, and Hunter, Seth. Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-07-11. https://doi.org/10.3886/E174981V1

Project Description

Summary: Recruiting racially minoritized principals is one suggested strategy to increase the proportion of racially minoritized teachers who would then better match their increasingly racially diverse students. However, focusing solely on race ignores the salience of race-gender intersectionality in principal-teacher relations. Using three waves of nationally representative, cross-sectional data with school and year fixed effects, we compare similar teachers in the same school who are and are not race-gender congruent with their principal. We find better discretionary workplace benefits are concentrated among Black teachers with Black principals, especially Black male teachers with Black male principals who report workplace supports almost half a standard deviation higher than similar non-Black female teachers in their school. Male teachers earn more supplemental income, up to $2,890 more, with male, racially congruent principals, and female teachers earn up to $1,050 less with female, racially congruent principals. However, teacher turnover was not consistently responsive to race-gender congruence.

Scope of Project

Subject Terms: representative bureaucracy; school leadership; teacher turnover; workplace benefits; intersectionality

Geographic Coverage: United States

Time Period(s): 2007 – 2016 (2007-08, 2010-11, and 2014-15 school years)

Universe: Nationally representative sample of public schools and teachers.

Data Type(s): survey data

Methodology

Sampling: Two stage probability sampling design

Data Source: Schools and Staffing Survey (2007-08 and 2010-11), Teacher Follow Up Study (2008, 2011), and National Teacher and Principal Survey (2014-15) restricted use data sets from the National Center on Education Statistics in the US Department of Education

Unit(s) of Observation: Teachers

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V1 [2022-07-11]

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