A study of nine minority teachers, personal backgrounds, teaching experiences, and their perceptions of the support and retention practices utilized by their school districts

Purpose. The purpose of this study was to examine the personal background, teaching experiences, recruitment, support, and retention experiences of nine minority teachers in selected California Central Valley school districts. An additional purpose was to determine their suggestions for other training experiences which they believe would have been useful early in their careers. A final purpose was to examine personal background and life experiences that subjects identified as contributing to their choice of career.;Methodology. This study used a qualitative, descriptive survey, multi-case study approach, a two-step process that involved the use of a demographic survey and one-hour in-depth interview with each participant.;Findings. The childhood, K-12, and postsecondary experiences of the participants were important factors in leading them to become teachers. In-service training was perceived as adequate but limited. The support provider/mentor services, a supportive accessible principal and staff were found to be helpful in their success.;Conclusions. In contrast to the areas of hiring and induction, retention strategies for minority teachers were found to be the weakest link. Although districts devoted effort, time, and money to acquiring teachers, there were no perceived specific strategies to recruit or retain ethnic minority instructors. Training of new teachers was somewhat adequately addressed by the districts. Principals and staffs were found to be helpful, supportive, and accessible to the subjects.;Recommendations for future study. Conduct the following research studies in the California Central San Joaquin Valley school districts: (a) A study of minority and nonminority new teachers to determine the similarities and differences relative to problems they encountered. (b) A survey of high schools and community colleges to determine the availability of future teacher clubs geared to attract ethnic minority students. (c) A survey of ethnic minority students currently enrolled in teacher training programs to get their opinions of the training they are receiving and any perceived unmet needs they are experiencing. (d) A survey to determine what practices are being used to recruit ethnic minority teachers. (e) A survey to determine the specific strategies districts use in retaining ethnic minority teachers. Replicate this study in other geographic venues.