Using Novel Approaches to Better Understand Black Mathematics Teacher Retention

We used a mixed method research design to address the complexity of interrogating issues related to retention of Black mathematics teachers. The research design includes oral history interviews with retired Black mathematics teachers and large-scale survey data collected and analyzed from a Critical Race Quantitative Intersectionality approach. It is our position that the contemporary reality of the dwindling numbers of Black mathematics teachers cannot be fully understood without unpacking the issue with a critical, historical lens. Otherwise, we run the risk of perpetuating the longstanding issue of lack of diversity in the field. Thus, this paper presents preliminary findings of a 3-year research project that advances knowledge of the historical influences, with focused attention to sociopolitical forces, that impede retention of Black mathematics teachers. [For the complete proceedings, see ED606556.]