Improving knowledge about the critical policy and practice issues of minority ethnic teacher retention.
The researchÌýfocusedÌýon the under-researched area of minority ethnic teacher retention in disadvantaged schools that we know tend to have high numbers of minority ethnic students.Ìý
This eighteenÌýmonth project (2019–2020) was funded by the through aÌý.
- Team
- ¶Ù°ùÌýÌý
- ProfessorÌý
- ¶Ù°ùÌý.
- Our research
Available research suggests that schools in urban deprived areas hire more minority ethnic and young teachers than affluent schools. However, these schools experience higher turnover rates amongst these teachers than with white British teachers.
This project investigated:
- Where minority ethnic teachers tend to be employed.
- Why minority ethnic teachers leave schools that employ high numbers of minority ethnic staff and enrol students from similar backgrounds.
- What should be done to support the retention of minority ethnic teachers.
The research findings are published alongside actionable messages and good practice recommendations.Ìý
- Methodology
This research usedÌýcritical race methodology –Ìýwhich foregrounds race and racialised experiences in all aspects of the research process.
This methodology providedÌýinsight into how otherÌýsocial identities and forms of subordination intersect to affect the experiences of minority ethnic teachersÌýin mainstream schools.
Critical race methodology recognises these experiences as sources of strength.
This methodology is manifest in our:
- sampling approach
- narrative and story-driven approach to interviews
- effort to privilege the knowledge of these teachers by seeking their input in constructing a good practice framework for minority ethnic teacher retention.
- Outputs
Publications
Blog posts
- Impact
Our research findings indicate that a racialised school climate has a significant, direct effect on the retention of minority ethnic teachers. We argue that school leaders and administrators should do more to improve the job satisfaction, well-being and retention of minority ethnic teachers.
We co-produced resources, in collaboration with ,Ìýto support all school leaders’ efforts to retain and develop BAME teachers in schools across England:
This impact project,Ìýfunded and hosted by the Centre for Teachers and Teaching Research, focusedÌýon reviewing and sharing the expertise of school leaders in retaining teachers from minority ethnic groups at different career stages.
Project team
- Dr , Principal Investigator
- Dr , Co-Investigator