NFER study shows ethnic disparities in teacher workforce

New research reveals that the most significant ethnic disparities in teacher career progression occur during early career stages, especially in postgraduate initial teacher training (ITT). It also highlights that applicants from white ethnic backgrounds have higher acceptance rates to ITT courses than every other ethnic group.

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 reveals substantial disparities in the progression of teachers from ethnic minority groups throughout the teacher career pipeline, resulting in significant under-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.

The research suggests there will continue to be an under-representation of ethnic minorities at senior leadership level unless these disparities are addressed. The research finds that ethnic disparities in teacher retention rates are smaller in schools with diverse school leadership teams and larger in schools with all-white leadership teams, reinforcing the importance of how the actions of leaders and decision makers are central to understanding why ethnic disparities exist within the system.

A diverse workforce is likely to promote greater cultural understanding and inclusion when educating pupils from diverse ethnic backgrounds, including white. The Department for Education’s policy paper Diversity of the teaching workforce: statement of intent references that racial diversity within the school workforce is valuable in ‘fostering social cohesion and most importantly, in supporting pupils to grow and develop in an environment of visible, diverse role models’.

The report includes recommendations to:

Encourage ITT providers 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 and to act to address inequalities at this crucial first stage of entry into the profession.

Encourage leaders of ITT providers, multi-academy trusts (MATs) and other large educational organisations to commit to publishing institutional data on diversity and acting to address disparities. This would be particularly relevant for larger organisations, where there are sufficient numbers to make the data meaningful.

Regular monitoring to assess where progress in reducing and eliminating disparities is being made.

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.”