“I Didn’t Quit. The System Quit Me.” Examining Why Teachers of Color Leave Teaching

Authors

Sherry Marx, Utah State UniversityFollow
Alyson Leah Lavigne, Utah State UniversityFollow
Sarah Braden, Utah State UniversityFollow
Andrea Hawkman, Rowan University
Justin Andersen, Utah State University
Sara Gailey, Utah State University
Gordon Geddes, Utah State University
Isaiah Jones, Utah State UniversityFollow
Shouqing Si, Utah State University
Karen Washburn, Utah State University

Document Type

Article

Journal/Book Title/Conference

International Journal of Leadership in Education

Publisher

Routledge

Publication Date

6-8-2023

First Page

1

Last Page

24

Abstract

Teachers of color leave the teaching profession at nearly three times the rate of their white counterparts. This qualitative study examines the stories of four former teachers of color who left the teaching profession. Participants’ decisions to leave teaching are contextualized with literature on the role of school leadership and teacher attrition and a conceptual framework of critical race theory and Foucault’s notion of the body as text. Journey maps and interviews are the main data sources. Findings include the lack of control participants had over their bodies, their language, and their relationships in teaching, as well as the resilience they found in leaving the profession.

Recommended Citation

Marx, S., Lavigne, A. L., Braden, S., Hawkman, A., Andersen, J.*, Gailey, S.*, Geddes, G.*, Jones, I.*, Si, S.*, & Washburn, K.* (2023). “I didn’t quit. The system quit me.”: Examining why teachers of color leave teaching. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2023.2218113