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does race-gender congruence between principals and teachers relate to workplace benefits?","Question",{"text":63,"@type":64},"Discretionary workplace benefits concentrate among Black teachers with Black principals, especially Black male teachers with Black male principals, who report workplace supports about half a standard deviation higher than comparable teachers in the same school.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Do teachers’ race-gender congruence with their principals consistently affect turnover?",{"text":68,"@type":64},"Teacher turnover is not consistently responsive to race-gender congruence, even though workplace benefits vary by congruence.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the supplemental income effects differ by teacher gender under race-gender congruence?",{"text":72,"@type":64},"Male teachers earn up to $2,890 more supplemental income with male, racially congruent principals, while female teachers earn up to $1,050 less with female, racially congruent principals.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590182,1792144365,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2023. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nPrincipal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits  \nSamantha Viano  \nGeorge Mason University  \nLuis A. Rodriguez  \nNew York University  \nSeth B. Hunter  \nGeorge Mason University  \nRecruiting racially minoritized principals is one suggested strategy to increase the racial diversity of teachers, who would then better match their increasingly racially diverse students. However, focusing solely on race ignores the salience of racegender intersectionality in principal-teacher relations. Using three waves of nationally representative, cross-sectional data with school and year fixed effects, we compared similar teachers in the same school who are and are not race-gender congruent with their principal. We found that better discretionary workplace benefits were concentrated among Black teachers with Black principals, especially Black male teachers with Black male principals, who reported workplace supports almost half a standard deviation higher than did similar non-Black female teachers in their school. Male teachers earned up to $2,890 more supplemental income with male, racially congruent principals; female teachers earned up to $1,050 less with female, racially congruent principals. However, teacher turnover was not consistently responsive to race-gender congruence.  \nKeywords: intersectionality, representative bureaucracy, school leadership, teacher turnover, workplace benefits  \nTeachers and school leaders having identities that reflect the student body is associated with a host of benefits (Fitchettet al., 2017; Martinez, 2020; Nicholson-Crotty et al., 2016; Renzulli et al., 2011; Roch & Edwards, 2017) . Research has tended to focus on examining the benefits of students having racially congruent teachers, with several studies documenting that increased descriptive representation among teachers is associated with higher test scores, increased placement in gifted education, and greater academic aspirations (Fox, 2015; Grissom & Redding, 2015; Joshi et al., 2018; Redding, 2019) . However, schools have traditionally struggled to recruit and retain a workforce approximating students’demographic makeup, particularly students’ racial and gender composition. As of 2017–2018, around 80% of teachers and principals were White, 77% of teachers were female, and 54% of principals were female (Taie & Goldring, 2019, 2020). Considering that schools became “majority minority”in 2014–2015, when the proportion of racially minoritized1 students exceeded the proportion of White students (Digest  \nof Education Statistics, 2013), understanding how to increase diversity in the teacher workforce has become a critical concern for education policy-makers, with targeted efforts at recruitment having mixed results (Partelow et al., 2017; Sawchuk, 2014) .  \nAlthough evidence on the consequences of underrepresentation of male-identifying2 teachers within the profession on student outcomes is less conclusive than it is regarding racial representation (see Antecol et al., 2015; Dee, 2007), the extant research on representation effects is even more underdeveloped in its consideration of how such effects may differ by teacher-student race and gender congruence. Thenascent literature on race-gender intersectionality of teachers has tended to focus on qualitative or theoretical insightson teachers with specific race-gender intersections, such as Black male teachers (e.g., Milner, 2016), instead of the effects of race-gender congruence on students or teachers.  \nPrevious scholars studying the effects of racial or gender representation among principals on teacher outcomes hav","cbCairW2YWTvCu3a","https://ap.wps.com/l/cbCairW2YWTvCu3a","pdf",549207,17,"English","# Introduction\n## Representation and intersectionality in teacher-principal relations\n## Study rationale and research gaps\n# Conceptual framework\n## Representative bureaucracy and power complexities\n# Research design and measures\n## Teacher retention, workplace supports, discretionary benefits\n# Findings (summary)","[{\"question\":\"How does race-gender congruence between principals and teachers relate to workplace benefits?\",\"answer\":\"Discretionary workplace benefits concentrate among Black teachers with Black principals, especially Black male teachers with Black male principals, who report workplace supports about half a standard deviation higher than comparable teachers in the same school.\"},{\"question\":\"Do teachers’ race-gender congruence with their principals consistently affect turnover?\",\"answer\":\"Teacher turnover is not consistently responsive to race-gender congruence, even though workplace benefits vary by congruence.\"},{\"question\":\"How do the supplemental income effects differ by teacher gender under race-gender congruence?\",\"answer\":\"Male teachers earn up to $2,890 more supplemental income with male, racially congruent principals, while female teachers earn up to $1,050 less with female, racially congruent principals.\"}]","Principal and Teacher Shared Race and Gender Intersections - Teacher Turnover, Workplace Conditions, and Monetary Benefits | PDF",1792069013,43]