This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu’s theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. We find teacher SES to be significantly related to retention at five years, and this is independent of teacher race. Practically, the study suggests that incorporating teacher SES into teacher recruitment and selection efforts, as has been done with teacher race, might be a valuable next step for schools and districts in which teacher retention has been a long-standing, serious issue.

中文翻译：

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资本外逃：审视教师的社会经济地位和早期职业保留

本文调查了教师社会经济地位 (SES) 与保留率之间尚未得到充分研究的关系。借鉴布迪厄的社会再生产理论和 378 名数学教师的纵向数据，我们使用逻辑回归来检验教师的社会经济地位（根据经济、社会和文化资本进行概念化和衡量）是否与他们的学校、地区和专业相关。保留五年。我们发现教师社会经济地位与五年后的保留率显着相关，并且这与教师种族无关。实际上，该研究表明，将教师社会经济地位纳入教师招聘和选拔工作中，就像教师种族所做的那样，对于教师保留一直是一个长期存在的严重问题的学校和地区来说，可能是有价值的下一步。