This project will explore qualitative methodology that amplifies voices of color. As researchers, intentional methodologies are paramount to ensure research does not perpetuate systemic inequities. Methodological precedence for qualitative analyses often suggests utilizing a randomized subsample to derive a coding scheme, which is subsequently used to code the full sample. However, these methods can dilute or eliminate themes of minority voices. For example, educators in the U.S. are predominantly white. In 2017-2018, approximately 79% of public school teachers were White, while only 9% were Hispanic, 7% Black, 2% Asian, and 1% American Indian/Alaska Native (Hussar et al., 2020). It is well documented that underrepresented minorities, such as those indicated in the US educator population, face increased sources of stress in the workplace, including tokenism (Evans & Moore, 2015), unwelcoming work environments (Evans & Moore, 2015) and the absence of institutional support (Espino & Zambrana, 2019). These factors may contribute to reports of stress, anxiety, and depressive symptoms, and lead to diminished job satisfaction and physical health (Zambrana et al., 2020). However, research methodology that uses majority White samples are likely to dilute these important nuances that are likely unique to the experiences of school personnel of color (SPOC). In fall 2020, our University launched a free online course for educators on managing emotions in times of uncertainty and stress, which included an opt-in survey of workplace well-being (Brackett et al., 2021; YCEI, 2021). A subset of responses from the pilot dataset were randomly selected for analysis (N=500/2631). Three researchers created a coding scheme using a subsample (N=50/500) with substantial agreement (Fleiss’ κ = 0.7). Analyses of the randomized subsample (N=500) revealed a significantly higher amount of responses that did not fit into a coding scheme category for reported sources of stress within SPOC compared to White school personnel (χ2 (16) = 40.457, p < 0.001; 16.8% SPOC; 8.9% White). The voices of SPOC, who may have experienced stressors or concerns unshared by their White colleagues, were likely lost through traditional coding methodology due to their low percentage in the sample (17.4% SPOC). This project we will explore one model of qualitative analysis to enhance voices of color in the creation of coding schemes and resulting analyses. Informed by findings from analyses of the pilot dataset, we will ask third party researchers to create coding schemes from two subsamples of the same dataset. Half of the researchers will be assigned to create a coding scheme based on 50 responses randomly selected from a subsample (N=500). The other half will be tasked with creating a coding scheme from 50 randomly selected responses from a different subsample. This subsample will be from the same dataset but systematically selected using a matched pairs design to include participants of color representative of racial and ethnic minority groups matched on type of school (e.g., rural, urban or suburban), years of educational experience, grade band expertise (e.g., early childhood, elementary, middle school, etc.), type of role (e.g., instructional or non-instructional) and gender. Finally, the researchers will code all 500 responses in their respective subsamples using the coding scheme they developed. We will analyze the similarities and differences between the two coding schemes and the results of the completed coding. Our proposed analytic plan is to first use a qualitative approach in examining the coding schemes produced by both groups of researchers. We will then report the most common themes (top 10) found, and using a series of T-tests compare the frequency of SPOC responses captured in codes generated using the intentionally selected sample compared to the randomized sample. Towards this end, this research project is organized around two research questions: (1) What are the experiences of SPOC compared to those of their white counterparts? (2) Do coding schemes differ when using methods intentionally centering experience of SPOC? We hypothesize that the experiences of SPOC will differ from those of their white counterparts and intentionally centering the experiences of SPOC will result in a significantly different coding scheme than one derived through traditional qualitative methodology.