The Experiences of Minority Educators Employed inUrban and Suburban Educational Settings

Abstract

The purpose of this qualitative research study was to examine the experiences ofminority educators employed in urban and suburban school settings. A purposivesampling technique was implemented for this study. Responsive interviewing was thedata collection method. Six themes were derived from 77 codes developed during thedata analysis process. Results from the current study supported a review of the availableliterature focusing on minority educators in urban and suburban settings. Findingsindicated that minority educators’ employment experiences in urban and suburbaneducational settings are shaped by their upbringing and schooling in addition to theirrelationships with colleagues and school stakeholders. Minority educators are motivatedto serve as mentors in their community. Participants discussed their awareness of beingthe only or one of a few minority educators in their setting. Feelings of isolation werealso shared. Support from school administrators was had a positive effect on minorityeducator experiences, recruitment, and retention. Moreover, minority educatorssuggested that urban and suburban districts should provide meaningful and ongoingdiversity training for all staff members. Finally, school districts should increase efforts torecruit minority educators.