Abstract
Teacher retention rates remain a significant challenge, with nearly half of new teachers transferring schools, districts, or quitting the profession within the first five years. When looking at teacher of color retention, attrition rates are nearly doubled at urban schools. Research has examined various factors that affect the retention rates of teachers of color, including their working conditions, job satisfaction, including what some scholars have termed “Racial Battle Fatigue.” This narrative study examined the racialized experiences of teachers of color working in urban elementary, middle, and high schools, on that influenced their decisions to stay or leave the profession. The findings revealed the cumulative and ongoing impact of racism on the well-being and retention of teachers of color in predominantly white professional contexts, ultimately limiting the sustainability of teachers of color in the field.