Program
K-12 Administration Ed.D.
Number of Pages
182
Year Approved
2026
First Advisor
Judith Nagel
Second Reader
Cheryl Bostrom
Third Reader
Emily Rustman
Abstract
Special education faces a critical shortage of licensed educators, a crisis intensified for teachers of color, who remain underrepresented and experience disproportionately high attrition rates. Although Minnesota has implemented initiatives to diversify the teaching workforce, the retention of novice special education teachers of color, particularly within charter school settings, remains underexamined. This qualitative phenomenological study explored the lived experiences of novice special education teachers of color in Minnesota charter schools to identify factors influencing their decisions to remain in or leave the profession. Guided by Critical Race Theory and Mentorship Theory, the study employed a transcendental phenomenological approach. Semi-structured interviews were conducted with eleven licensed special education teachers who had taught in Minnesota charter schools for 1 to 5 years. Interview data were analyzed using Moustakas’s modified Stevick Colaizzi Keen method to identify significant statements, cluster meaning units, and develop textural and structural descriptions capturing the essence of participants’ experiences. Findings revealed four themes influencing retention. First, participants described cultural taxation and advocacy labor, including mentoring students and families of color, serving on equity committees, translating documents, and mediating cultural misunderstandings, responsibilities that extended beyond contractual duties that contributed to emotional exhaustion. Second, although charter schools offered instructional autonomy, teachers experienced professional isolation due to limited staffing, high caseloads, and minimal collaboration. Third, administrative literacy in special education law, compliance requirements, and inclusive instructional practices shaped teachers’ perceptions of support and efficacy. Finally, institutional climate including racial microaggressions, deficit-oriented narratives about students with disabilities, and limited access to culturally responsive mentorship strongly influenced participants’ sense of belonging and career intentions. Results suggest retention strategies must extend beyond financial incentives to include culturally responsive mentorship, disability-specific leadership preparation, structured collaboration, and recognition of advocacy labor. This study highlights how race, disability, and charter governance intersect to shape teacher retention outcomes.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Krause, G. (2026). Lived Experiences of Special Education Teachers of Color in Minnesota Charter Schools: A Phenomenological Study of Factors Influencing Retention [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1259
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