Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits

Recruiting racially minoritized principals is one suggested strategy to increase the proportion of racially minoritized teachers who would then better match their increasingly racially diverse students. However, focusing solely on race ignores the salience of race-gender intersectionality in principal-teacher relations. Using three waves of nationally representative, cross-sectional data with school and year fixed effects, we compare similar teachers in the same school who are and are not race-gender congruent with their principal. We find better discretionary workplace benefits are concentrated among Black teachers with Black principals, especially Black male teachers with Black male principals who report workplace supports almost half a standard deviation higher than similar non-Black female teachers in their school. Male teachers earn more supplemental income, up to $2,890 more, with male, racially congruent principals, and female teachers earn up to $1,050 less with female, racially congruent principals. However, teacher turnover was not consistently responsive to race-gender congruence. <br><br><br><br><br>