National teacher data indicate that publicly funded schools in the United States struggle to retain Black teachers in high-need urban areas and in comparison to other groups (Carver-Thomas & Darling Hammond, 2017). This qualitative investigation employed case study methodology. The case study focused on one school within a charter management organization (CMO), exploring interactions among Black teachers and their supervising administrators at the site and management organization levels. The study was organized around concepts articulated at the nexus of teacher retention scholarship and human resource management theory, two bodies of literature yet to be substantially integrated to understand Black teachers’ employee experiences. Sequential data analysis involving two theoretical frameworks and two processes took place. The first leverages the multiple levels of Bronfenbrenner's (2000) ecological systems theory to explore influences on the participants’ employee experiences within and without the CMO. The second applies tenets of BlackCrit, a derivation of Critical Race Theory, to the case to explore the centrality of race and antiblackness to these experiences. Among the study’s findings is that efforts to retain Black teachers are grounded in intuitive strategies and personal views as opposed to formal models and practices associated with current human resource management theory. This reliance on personal experience calls for further strengthening linkages among strategic human resource management theory and education policy, organizational leadership, and professional development training. The study’s findings also underscore the need for research that further deepens our understanding of Black teachers’ unique employment experiences in today’s schools.
","abstract_html":"<p>National teacher data indicate that publicly funded schools in the United States struggle to retain Black teachers in high-need urban areas and in comparison to other groups (Carver-Thomas & Darling Hammond, 2017). This qualitative investigation employed case study methodology. The case study focused on one school within a charter management organization (CMO), exploring interactions among Black teachers and their supervising administrators at the site and management organization levels. The study was organized around concepts articulated at the nexus of teacher retention scholarship and human resource management theory, two bodies of literature yet to be substantially integrated to understand Black teachers’ employee experiences. Sequential data analysis involving two theoretical frameworks and two processes took place. The first leverages the multiple levels of Bronfenbrenner's (2000) ecological systems theory to explore influences on the participants’ employee experiences within and without the CMO. The second applies tenets of BlackCrit, a derivation of Critical Race Theory, to the case to explore the centrality of race and antiblackness to these experiences. Among the study’s findings is that efforts to retain Black teachers are grounded in intuitive strategies and personal views as opposed to formal models and practices associated with current human resource management theory. This reliance on personal experience calls for further strengthening linkages among strategic human resource management theory and education policy, organizational leadership, and professional development training. The study’s findings also underscore the need for research that further deepens our understanding of Black teachers’ unique employment experiences in today’s schools.</p>","abstract_has_math":false,"creators":["Cooper-Williams, Danielle Renee"],"institution":null,"degree_name":"PhD Education for Social Justice","degree_level":"Dissertation: Open Access","degree_discipline":"Learning and Teaching","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-08-01T07:00:00Z","date_published":"2025-08-01T07:00:00Z","updated_at":"2026-07-24T05:41:55Z","subjects":["Education HRM","Black Teacher Retention","Educational Leadership","Elementary and Middle and Secondary Education Administration","Human Resources Management","Urban Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/1083","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Cooper-Williams, Danielle Renee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-08-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning and Teaching"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Education for Social Justice"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education HRM","Black Teacher Retention","Educational Leadership","Elementary and Middle and Secondary Education Administration","Human Resources Management","Urban Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/1083"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["National teacher data indicate that publicly funded schools in the United States struggle to retain Black teachers in high-need urban areas and in comparison to other groups (Carver-Thomas & Darling Hammond, 2017). This qualitative investigation employed case study methodology. The case study focused on one school within a charter management organization (CMO), exploring interactions among Black teachers and their supervising administrators at the site and management organization levels. The study was organized around concepts articulated at the nexus of teacher retention scholarship and human resource management theory, two bodies of literature yet to be substantially integrated to understand Black teachers’ employee experiences. Sequential data analysis involving two theoretical frameworks and two processes took place. The first leverages the multiple levels of Bronfenbrenner's (2000) ecological systems theory to explore influences on the participants’ employee experiences within and without the CMO. The second applies tenets of BlackCrit, a derivation of Critical Race Theory, to the case to explore the centrality of race and antiblackness to these experiences. Among the study’s findings is that efforts to retain Black teachers are grounded in intuitive strategies and personal views as opposed to formal models and practices associated with current human resource management theory. This reliance on personal experience calls for further strengthening linkages among strategic human resource management theory and education policy, organizational leadership, and professional development training. The study’s findings also underscore the need for research that further deepens our understanding of Black teachers’ unique employment experiences in today’s schools.
"]},{"key":"dc:title","label":"Title","values":["Human Resource Management and Black Teachers’ Employee Experience in K-12 Urban Public Schools"]}]}],"canonical_facts":{"dc:creator":["Cooper-Williams, Danielle Renee"],"dc:date.available":["2025-08-08T07:00:00Z"],"dc:description.abstract":["National teacher data indicate that publicly funded schools in the United States struggle to retain Black teachers in high-need urban areas and in comparison to other groups (Carver-Thomas & Darling Hammond, 2017). This qualitative investigation employed case study methodology. The case study focused on one school within a charter management organization (CMO), exploring interactions among Black teachers and their supervising administrators at the site and management organization levels. The study was organized around concepts articulated at the nexus of teacher retention scholarship and human resource management theory, two bodies of literature yet to be substantially integrated to understand Black teachers’ employee experiences. Sequential data analysis involving two theoretical frameworks and two processes took place. The first leverages the multiple levels of Bronfenbrenner's (2000) ecological systems theory to explore influences on the participants’ employee experiences within and without the CMO. The second applies tenets of BlackCrit, a derivation of Critical Race Theory, to the case to explore the centrality of race and antiblackness to these experiences. Among the study’s findings is that efforts to retain Black teachers are grounded in intuitive strategies and personal views as opposed to formal models and practices associated with current human resource management theory. This reliance on personal experience calls for further strengthening linkages among strategic human resource management theory and education policy, organizational leadership, and professional development training. The study’s findings also underscore the need for research that further deepens our understanding of Black teachers’ unique employment experiences in today’s schools.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/1083"],"dc:subject":["Education HRM","Black Teacher Retention","Educational Leadership","Elementary and Middle and Secondary Education Administration","Human Resources Management","Urban Education"],"dc:title":["Human Resource Management and Black Teachers’ Employee Experience in K-12 Urban Public Schools"],"thesis:degree_discipline":["Learning and Teaching"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Education for Social Justice"]},"updated_at":"2026-07-24T05:41:55Z"}