UC San Diego

With an increasingly diverse student body, the retention of Teachers of Color continues to be an area of high interest within education research. In the context of in-service experiences, existing literature identified relationships as a key sustaining factor for teachers and source of social capital, although many Teachers of Color look outside the school to find these relationships (Achinstein et al., 2010; Dingus, 2008; Flores, 2011; Kohli, 2019; Pour-Khorshid, 2018; Ritchie, 2012). Social capital scholars have posited that resource exchange occurs within these relationships or social networks (Lin, 2001). For teachers, these networks and the capital held within can impact job satisfaction, teacher learning and reform, and educational leaders can play a pivotal role in fostering network formation (Bridwell-Mitchell & Cooc, 2016; Daly et al, 2010; Daly et al., 2011; Liou & Daly, 2014; Moolenaar et al., 2012; Penuel et al, 2009; Pil & Leana, 2009). Yet, for all the stated benefits of relationships in the teaching profession, very little research exists examining the social networks of Teachers of Color specifically, who must work in a racialized K-12 education system. This mixed methods study aimed to critically examine the social networks of secondary Teachers of Color at their school site. By drawing upon critical race and social capital theories, the study used critical social network analysis to mix semi structured interviews and social network methods and explore how these teachers form, maintain, and make meaning of their school networks. Findings revealed that participants engaged with the concept of network formation as a journey, were sensitive to the school culture and the value the school placed on emotional connection, and additionally noted the role of key mentors and individual actors within their networks. Implications are provided for schools and districts serving to increase teacher support at their schools.