Exploring African American Teacher Experiences and Attrition in Diverse K-8 Schools

Abstract

African American teacher attrition in diverse K–8 schools continues to outpace that of their peers, particularly in schools serving historically marginalized populations. This qualitative study explored the lived experiences of African American current and former educators in the New Jersey, New York, and Connecticut tri-state region. Using a theoretical framework grounded in critical race theory, social learning theory, and transformational and servant leadership models, this study examined the systemic, cultural, and institutional factors influencing attrition. Through thematic analysis of semi structured interviews with 10 teachers, six core themes emerged: lack of administrative support, limited mentorship and peer networks, emotional burnout, negative school climate and culture, barriers to professional advancement, and the significance of racial identity and representation.This study introduces the term African American equity gap attrition to describe the identity-linked, structural conditions that disproportionately push African American educators out of the profession. Findings highlighted how racial isolation, systemic inequities, and unsupportive leadership converge to undermine teacher retention. The study concludes with recommendations for practice and policy aimed at fostering culturally responsive leadership, enhancing mentorship opportunities, and promoting equity-driven school climates. Implications support the urgent need for sustained retention strategies that center the experiences of African American teachers and prioritize educational equity.