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*Leaving to Fit in? The Ethnoracial Composition of Principals, Peer Teachers, and Teacher Turnover in New York City

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Title: *Leaving to Fit in? The Ethnoracial Composition of Principals, Peer Teachers, and Teacher Turnover in New York City
Language: English
Authors: Luis A. Rodriguez (ORCID 0000-0002-4877-2056), Julie Pham, Briana K. Gonçalves
Source: Educational Evaluation and Policy Analysis. 2026 48(1):63-85.
Availability: SAGE Publications. 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://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Principals, Minority Group Teachers, Faculty Mobility, Racial Composition, Public School Teachers, Urban Schools, African American Teachers, White Teachers, Hispanic Americans
Geographic Terms: New York (New York)
DOI: 10.3102/01623737241304388
ISSN: 0162-3737
1935-1062
Abstract: Retention of teachers of color remains a persistent educational concern, yet little research explores whether teachers of color are less likely to turnover when teaching in schools with principals and peer teaching staff of the same race/ethnicity. This study explores whether principal and peer teacher demographics predict teacher turnover in New York City, and whether they do so differently for teachers of color. We find that Black teachers are less likely to turnover when working in schools with a principal and a higher share of peer teachers of the same race/ethnicity. Results show similar and more consistent patterns for White teachers but no significant difference for Hispanic teachers. We conclude by discussing implications for educational policy, practice, and research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496386
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Luis+A%2E+Rodriguez%22">Luis A. Rodriguez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4877-2056">0000-0002-4877-2056</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julie+Pham%22">Julie Pham</searchLink><br /><searchLink fieldCode="AR" term="%22Briana+K%2E+Gonçalves%22">Briana K. Gonçalves</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2026 48(1):63-85.
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  Data: SAGE Publications. 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://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Composition%22">Racial Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Teachers%22">African American Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22White+Teachers%22">White Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink>
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  Data: Retention of teachers of color remains a persistent educational concern, yet little research explores whether teachers of color are less likely to turnover when teaching in schools with principals and peer teaching staff of the same race/ethnicity. This study explores whether principal and peer teacher demographics predict teacher turnover in New York City, and whether they do so differently for teachers of color. We find that Black teachers are less likely to turnover when working in schools with a principal and a higher share of peer teachers of the same race/ethnicity. Results show similar and more consistent patterns for White teachers but no significant difference for Hispanic teachers. We conclude by discussing implications for educational policy, practice, and research.
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      – SubjectFull: Public School Teachers
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      – SubjectFull: Urban Schools
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      – SubjectFull: African American Teachers
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      – SubjectFull: Hispanic Americans
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      – SubjectFull: New York (New York)
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