A shortage of support: strategies for recruiting and retaining educators of color through times of increased stress and scrutiny

Purpose The purpose of this study is to draw attention to experiences of EOC and offer actionable strategies for recruitment and retention. E-12 public education has faced increased scrutiny in recent years for diversity, equity and inclusion efforts following the pandemic and murder of George Floyd. Concurrently, the educator shortage is exacerbating the underrepresentation of educators of color (EOCs) in the field, which has detrimental impacts on society at large. Design/methodology/approach In partnership with a midwestern state’s largest teaching union, the authors examined group differences in minority stress (i.e. discrimination), occupational stress and perceived organizational support between EOC and their white colleagues. Additionally, the authors studied the relationships between these types of stress and occupational support, as they contribute to EOCs’ health and well-being. Findings The authors found that EOCs experienced more minority stress (i.e. discrimination) at work than their white colleagues. These findings were exacerbated for bisexual EOCs. In addition, higher levels of organizational support were associated with fewer health conditions/symptoms for EOCs. Originality/value Using the findings from this study, the authors propose research-backed, actionable strategies for school districts to use to recruit, retain and support their EOCs. These are considered in the backdrop of increased attention and scrutiny on public school employees.