Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs require supportive working conditions, but, to our knowledge, no studies have examined the experiences of SETs of color serving students with EBD. Thus, the purpose of this study is to examine the experiences of SETs of color who teach students with EBD, investigating how SETs of color rate their working conditions and intent to continue teaching students with EBD. Analyzing two extant data sets, we found that SETs of color experienced strong support from administrators and paraprofessionals, ratings of many working conditions did not differ by race/ethnicity, and SETs of color on average intended to stay in their jobs. However, of great concern, we found significant differences in experiences of school culture, colleague emotional support, and autonomy, with SETs of color rating school culture and colleague emotional support significantly lower and autonomy significantly higher than white SETs.

一致的证据表明有色人种教师对有色人种学生的体验和成果的重要性。幸运的是，现有研究一致表明，教授 EBD 学生的特殊教育教师 (SET) 比其他 SET 更有可能是有色人种。这些 SET 需要支持性的工作条件，但据我们所知，没有研究检查过为患有 EBD 的学生服务的有色 SET 的经验。因此，本研究的目的是检查有色人种教给学生 EBD 的经验，调查有色人种如何评价他们的工作条件以及继续教给学生 EBD 的意图。分析两个现存的数据集，我们发现有色人种得到了管理员和辅助专业人员的大力支持，许多工作条件的评级并没有因种族/民族而异，平均而言，有色人种打算留在他们的工作中。然而，非常令人担忧的是，我们发现学校文化、同事情感支持和自主性的体验存在显着差异，颜色等级学校文化和同事情感支持的 SET 显着低于白人 SET，自主性显着高于白人 SET。