LAUSR

Abstract While the literature cites a number of examples for why STEM teachers leave high-need school (HNS) contexts, there are fewer studies that address why teachers stay. Through the examination of STEM teacher participants who accepted a scholarship to teach in HNSs, we sought to understand the aspects of their identities and social experiences that supported their commitment. Using a qualitative methodology and thematic analysis, we found teachers to enact researcher and social justice advocate identities that were supported by familial relationships with administrators, colleagues, and students. These factors support teachers not just to remain but to flourish amid highly demanding contexts.