Research finds ethnic disparities in early career progression

A new research report suggests that the most significant ethnic disparities in teacher career progression occur during early career stages, especially in postgraduate initial teacher training (ITT).

The quantitative research was conducted by the National Foundation for Educational Research (NFER), in partnership with education charities Ambition Institute and Teach First. It reveals that people from Asian, black and other ethnic backgrounds are over-represented among applicants to postgraduate ITT, suggesting there is no lack of interest in entering teaching among these groups. However, compared to their white counterparts, acceptance rates to postgraduate ITT courses are nine percentage points lower for applicants from mixed ethnic backgrounds, 13 percentage points lower for applicants from asian ethnic backgrounds, and 21 percentage points lower for applicants from black and other ethnic backgrounds.

The research also shows substantial disparities in the progression of teachers from ethnic minority groups throughout the teacher career structure, resulting in a lack of representation at senior leadership and headship levels. For example, middle leaders from Asian ethnic backgrounds are three percentage points less likely to be promoted to senior leadership than their white counterparts, and middle leaders from black ethnic backgrounds four percentage points less likely. 96 per cent of headteachers are from white ethnic backgrounds, compared to 83 per cent of the wider population.

The NFER’s research follows recent analysis from the Department for Education (DfE) which suggested non-white teachers, as well as female and part-time staff, were all less likely to be promoted into leadership roles. Among the recommendations in the NFER’s report are that ITT providers should be encouraged to review their application and selection processes to pinpoint the extent, nature and causes of the lower acceptance rates experienced by applicants from ethnic minority backgrounds. It also suggests leaders of ITT providers, multi-academy trusts and other large educational organisations should commit to publishing institutional data on diversity and acting to address disparities. Regular monitoring to assess where progress in reducing and eliminating disparities is being made is also recommended.

The report’s co-author and NFER’s school workforce lead, Jack Worth, said: ‘Our report shows that we currently do not have a teacher workforce that reflects the ethnic makeup of wider society and that opportunities to enter and progress within the teaching profession are not equal. The evidence in the report adds detailed and analytical insights into where ethnic disparities in progression within the teacher career pipeline are greatest, which will support the sector to make improvements and lasting changes in the areas where they are most needed.'

Also commenting, Natalie Arnett, senior equalities officer for school leaders’ union NAHT, said: ‘The value of a diverse workforce for pupils, staff and the wider community is well-known; positive role models from a wide range of backgrounds and ethnicities helps to break down stereotypes and prejudice, and encourages children to broaden their horizons and ambitions and fulfil their educational potential. However, we know that our profession is not yet representative of the communities we serve, and that this is a particular issue at senior leadership level. There has been a welcome improvement in discussing the barriers people from black, asian and minority ethnic backgrounds face, including in education. But there is still much more work to be done. Research like this is important in facilitating this conversation further, helping us understand where the barriers are – though not why.’

A DfE spokesperson said that although the teaching workforce was ‘becoming more diverse’ there was still ‘further to go’. They added: ‘We have put in place inclusive recruitment campaigns, tax-free bursaries and scholarships to encourage talented trainees from all backgrounds to teach key subjects, and removed barriers to initial teacher training to encourage applicants from diverse backgrounds.’

NFER research: https://tinyurl.com/yzwhnhbh