Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD

Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs requir...

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Bibliographic Details
Published in:Journal of emotional and behavioral disorders 2022-06, Vol.30 (2), p.96-110
Main Authors: Bettini, Elizabeth, Brunsting, Nelson C., Scott, LaRon A., Kaler, Lindsey, Moore, Dani Parker, O’Brien, Kristen Merrill, Cumming, Michelle M.
Format: Article
Language:English
Subjects:
Autonomy
Behavior Disorders
Colleagues
Culture
Emotional disorders
Emotional Disturbances
Emotional support
Ethnicity
Minority Group Teachers
Minority groups
Minority teachers
Paraprofessionals
Race
School Culture
School environment
Special Education
Special Education Teachers
Students
Students with Disabilities
Teacher Attitudes
Teacher Persistence
Teachers
Teaching
Teaching Conditions
White Teachers
Work Environment
Working conditions
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Summary:Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs require supportive working conditions, but, to our knowledge, no studies have examined the experiences of SETs of color serving students with EBD. Thus, the purpose of this study is to examine the experiences of SETs of color who teach students with EBD, investigating how SETs of color rate their working conditions and intent to continue teaching students with EBD. Analyzing two extant data sets, we found that SETs of color experienced strong support from administrators and paraprofessionals, ratings of many working conditions did not differ by race/ethnicity, and SETs of color on average intended to stay in their jobs. However, of great concern, we found significant differences in experiences of school culture, colleague emotional support, and autonomy, with SETs of color rating school culture and colleague emotional support significantly lower and autonomy significantly higher than white SETs.
ISSN:1063-4266
1538-4799
DOI:10.1177/10634266221077698