Teachers of colour* face barriers to the profession from entry to
senior leadership level.
This is highlighted in an evidence review, conducted
by NFER and funded by Mission 44, a
charitable foundation launched by Sir Lewis Hamilton. The review
explores the barriers and solutions to achieving a more
ethnically diverse teaching workforce from entry to senior
leadership level.
People of colour* are over-represented
at initial teaching training (ITT) application level, but
evidence suggests they have lower acceptance rates onto ITT
compared to their white counterparts.
Those who do begin ITT courses report
experiencing isolation. This particularly occurs when there are
few people of colour on their course. People of colour also
report receiving poor preparation and support from ITT tutors and
school mentors on the challenges of diversity and racism they may
face in teaching.
NFER suggests providers should have
Equality, Diversity and Inclusion (EDI) policies and training for
teacher educators** and should consider EDI when selecting school
placements.
The review finds the main barriers to
leadership and headship reported by teachers of colour are a lack
of encouragement, racism and preconceptions linked to their
culture and/or faith.
Experienced teachers of colour say
they are frustrated by a lack of opportunities for progression,
due to an absence of support, unfair treatment and experiencing
an ‘invisible glass
ceiling’.
The review also highlights another key
barrier to career progression is that teachers of colour are
encouraged or self-select into middle leadership roles that have
limited opportunities for further progression, such as pastoral
or behavioural responsibilities.
A recommended approach from the review
to improve leadership development among senior teachers of colour
is having selection panels for
senior posts to include people of
colour.
The analysis outlines the benefits of
mentoring support being offered to senior leaders of colour, by
suggesting that it should be available from same-race teachers
and leaders, with mentors being trained and paid. It also finds
that a positive institutional
culture for racial equality is identified as the key enabler to
encourage progression to leadership for teachers of
colour.
Based on this evidence review, NFER
recommends attention is focused on making sure schools
are supported in improving ethnic
diversity among teachers and leaders. This long-term process of
systemic change could usefully involve teacher and leader
organisations, as well as ‘middle tier’ organisations, such as
multi academy trusts (MATs) and local authorities
(LAs).
Jack Worth, School Workforce
Lead at the NFER, said:
“Concerns about the low representation
of people of colour in the teaching workforce are not new but the
issue persists despite policy commitments to address
it.
“Evidence shows there has
been an increase in people of colour
applying for ITT in the
past decade, but retention and promotion gaps have
widened.
“There needs to be support and
encouragement of career progression for teachers of colour, with
a firm commitment from senior leaders to provide career
advancement opportunities.”
The research also indicates that
negative experiences during ITT could help explain why fewer
trainee teachers of colour achieve Qualified Teacher Status
(QTS).
The review highlights other potential
strategies to improve recruitment diversity, including offering
alternative pathways to enter ITT for people of colour who do not
have the currently required qualifications to apply or having
name-blind applications.
Jason Arthur, CEO at Mission
44 said:
“To build a more inclusive education
system that works for all young people, the teaching workforce
must be representative of the communities they seek to
serve.
“Despite the positive efforts of many
within the sector, for too long the issue of diversity in
teaching has been overlooked within government. By highlighting
the key barriers and enablers to a more diverse education system,
it is our hope this report acts as a catalyst for
change.”
The evidence review makes further
recommendations including:
-
Schools and ITT providers should
share learning and evaluate the impact of strategies to improve
ethnic diversity. Cross-programme monitoring (for example of
ethnic pay gaps) and evaluation of initiatives could be used to
understand the career journeys of teachers of colour and
identify areas for improvement as well as identify examples of
best practice.
- There are currently no specific government targets,
programmes or funding in England to improve the ethnic diversity
of the teaching workforce. Key stakeholders should work together
to campaign for government action, for example by referring to
actions taken in Scotland and Wales.
-
There may be a need for bursaries to
enable teachers of colour, especially those from
socio-economically deprived backgrounds, to undertake
leadership development.
ENDS
NOTES TO EDITORS
*People/teachers of colour is an umbrella term referring to
anyone who is not/does not identify as
white.
Source: https://www.theantiracisteducator.com/person-of-colour
** ‘Teacher educators’ is an inclusive
term to encompass all who are professionally engaged in the
initial and ongoing education of teachers.
