Educator Support and Sustainability
Addressing Stress and Coping Among an Increasingly Heterogeneous P-20 Educator Workforce
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- Description
- Contents
- About
Educator Support and Sustainability brings together groundbreaking research on one of the most pressing challenges in contemporary education: how an increasingly diverse P–20 educator workforce experiences, navigates, and survives stress. As schools and universities evolve demographically, politically, and structurally, the emotional and psychological demands placed on educators—especially those from racially and culturally minoritized backgrounds—have never been more complex.
This book illuminates the lived realities of teachers, leaders, psychologists, and faculty whose identities shape both their professional burdens and their coping strategies.
Together, these chapters offer an unflinching look at the systemic forces shaping educator well-being—and the innovative, culturally grounded strategies educators use to persist. Educator Support and Sustainability is an essential resource for scholars, policymakers, and practitioners committed to building educational environments where all educators can thrive, not merely endure.
Section I. Understanding P-12 Teacher Stress and Coping
- Chapter 1. Factors Associated with Racially Minoritized Math Teachers’ Equity-Oriented Practices; Emine Ozturk, Jacqueline Cerda-Smith, and Kelly Lynn Mulvey
- Chapter 2. Under-Representation in Mixed-Methods Sampling Dilutes Educators’ Voices; Jennifer P. Seibyl, Morgan D. Mannweiler, Tse Yen Tan, Kalee De France, and Christina Cipriano
- Chapter 3. From Struggle to Success: Coping Strategies of South African Black Teachers in White-Majority Schools; Samantha Kriger and Abigail A. le Roux
- Chapter 4. What’s Behind Teacher Stress in the United States?: An Exploratory Analysis Using Talis 2018 Data; Heather Price and Pablo Fraser
- Section II. Stress and Coping Among Other Educational Stakeholders
- Chapter 5. Stress and Coping Among Culturally and Linguistically Diverse (CALD) School Leaders in Victorian Schools, Australia; Jemila Yakubu Goodman, Venesser Fernandes, and Jane Wilkinson
- Chapter 6. Dissecting the Role of Racial Battle Fatigue in Psychological Stress Disparities between White and Black School Principals; William A. Smith, Melissa Krull, and Man Hung
- Chapter 7. Black School Psychologists’ Experiences and Advice for Navigating Racial Disciplinary Disproportionality; Artesia Franklin, Emily Srisarajivakul, Andrew Roach, Michelle Washington, Kimberly Fincher, and Imani Millington
- Chapter 8. Professional, Physiological, and Psychological Experiences of BIPOC Diversity Equity and Inclusion Practitioners in Independent Schools; Tyneeta Canonge
- Section III. Action-Oriented Responses to Stress and Coping in Higher Education
- Chapter 9. Thriving Together in a Writing Group: Support Community Building of Asian Immigrant Female Art Educators; Borim Song, Eunjung Chang, Oksun Lee, and Ahran Koo
- Chapter 10. Stressors and Resilience in Education: Asian American Educators’ Response to Crisis; Quennie Dong, Mai Xi Lee, Chunyan Yang, and Ella Rho
- Chapter 11. Trauma Healing for Educators of Color: Building Community and Addressing Harm at a Predominantly White Institution; Joni Roberts, Susana A. López, and Sarah D. Macdonald
- Chapter 12. Redefining Resilience A Critical Examination of Minoritized Faculty’s Pedagogical Response to Student Needs Amidst the COVID-19 Pandemic; Paul Youngbin Kim, Joel Jin, and Munyi Shea
- Conclusion; Kristen C. Mosley and Jendayi B. Dillard-Cooke
Kristen C. Mosley is an Academic Affiliate at the University of Texas at Austin and the Director of Research and Evaluation for the Texas Higher Education Coordinating Board’s community college finance team.
Jendayi B. Dillard-Cooke is an Assistant Professor of Psychology at Hofstra University.