NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1379712
Record Type: Journal
Publication Date: 2023-Jun
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1063-4266
EISSN: EISSN-1538-4799
Special Education Teachers of Color Burnout, Working Conditions, and Recommendations for EBD Research
Scott, LaRon A.; Bettini, Elizabeth; Brunsting, Nelson
Journal of Emotional and Behavioral Disorders, v31 n2 p97-108 Jun 2023
This article is in direct response to Garwood's call to action about burnout and the special education teacher workforce. While Garwood's call to action is critically needed, we contend that the call is incomplete as it lacks emphasis on factors linking sociocultural identity and burnout. Therefore, in this article, we discuss the significance of elevating sociocultural identity, specifically race and ethnicity, into research about special education teacher burnout. We argue that any research on special education teacher burnout that does not include race and ethnicity is overlooking the racialization of special education teachers' working conditions, and ultimately is incapable of addressing one of the most pressing issues in the special education field--retaining teachers of color. Recommendations for researchers to address sociocultural identities (i.e., race and ethnicity) in their research, specifically about special education teachers of color teaching students with emotional and behavioral disorders, are addressed. [For "Special Educator Burnout and Fidelity in Implementing Behavior Support Plans: A Call to Action," see EJ1379709.]
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A