Ethnic Diversity in the Teaching Workforce: Evidence Review. Report

National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: [email protected]; Web site: http://www.nfer.ac.uk

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57

Ethnic Diversity; Diversity (Faculty); Preservice Teacher Education; Minority Group Teachers; Disproportionate Representation; Racism; Labor Turnover; Faculty Workload; Teaching Conditions; Equal Opportunities (Jobs); Teacher Persistence

978-1-912596-96-6

A key factor in the lack of ethnic diversity in teaching is the low acceptance rates of ethnic minority applicants onto initial teacher training (ITT) programmes compared with their White peers. While the reasons behind this disparity are not clear, there are two main areas of speculation in the literature: one suggestion is that White candidates have higher qualifications or more relevant experience; another suggestion is that there are some underlying sources of bias in favour of White applicants. For example, this could emanate from ethnic bias in ITT entry assessments. Negative experiences during ITT could also help to explain why fewer trainee teachers of colour achieve qualified teacher status (QTS). Beyond high workload, often cited reasons for leaving include (1) overt and covert racial discrimination from staff, pupils and parents; (2) disillusionment with their ability to make a difference for pupils from ethnic minority backgrounds; and (3) a lack of opportunities for progression. While few interventions to date have been rigorously evaluated to assess effectiveness, there are some promising approaches in the field. The review highlighted the following strategies as potentially helpful: (1) Recruitment to ITT; (2) Retention in teaching; and (3) Leadership progression and retention. [This report was commissioned by Mission 44 (United Kingdom).]

ERIC

2024

ED648293