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Investigating the recruitment and retention of ethnic minority teachers, and its relationship to school outcomes

调查少数民族教师的招聘和保留及其与学校成绩的关系

基本信息

批准号：
ES/X00208X/1
负责人：
Stephen Gorard
金额：
$ 76.7万
依托单位：
Durham University
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2022
资助国家：
英国
起止时间：
2022 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FX00208X%2F1
关键词：
Investigating recruitment retention ethnic minority

项目摘要

England has the most ethnically diverse population in the United Kingdom, and the schools are no different. While it is estimated that 31% of the student population is from ethnic minority background, the majority of school leaders (93%), teachers and teaching assistants (86%), and other staff (87%) are White British by ethnic background. Addressing this mismatch between the teacher workforce and student populations matters for several reasons:It can help address the low attainment of ethnic minority pupils, and second to create a more inclusive and diverse school community that reflects the wider society. In national exams, such as the GCSE in England, the lowest attaining pupils are the Gypsy/Roma and Irish travellers, followed by those from Black Carribbean background (DfE 2021). International evidence suggests that exposure to teachers from a similar race/ethnicity provides minority ethnic students with a role model that can help raise their aspiration and close the achievement gap. There is also evidence that increasing the proportion of minority teachers in schools also leads to increased representation of ethnic minority students in gifted programmes, reduced exclusion and lower drop-out rates. Minority ethnic teachers bring different perspectives and life experiences, exposing our children to cultural diversity, which reflects the languages, cultures and ethnic background of the local community and society at large. To foster a diverse and inclusive society, it is imperative that staff of ethnic minority heritage should be represented across our schools, regardless of the demography of the school population, as this brings a rich cultural diversity to the school community, and fosters better understanding and tolerance among different groups of children. There is currently no robust comprehensive research into understanding how we could raise the number of ethnic minority teachers in schools. Previous research tended to be small-scale or based on case studies, which are reliant on the evidence of a self-selected group of individuals. Such findings can be biased as they are based on the voices of volunteers. This new study will:1. Map the demographic trends of recruitment and retention of minority ethnic teachers and pupils in England (for which good quality data is available) over the past 10 years. This will give us a clearer picture of the growth of minority ethnic student population vis-a-vis that of teaching staff2. Establish the relationship between the ethnic composition of the teaching staff and the attainment of ethnic minority pupils at KS2 and KS4,3. Examine the factors that influence the supply and attrition of ethnic minority teachers from international research that is relevant to England4. Identify the barriers to recruiting and retaining ethnic minority teachers in schools in England5. Identify those factors that facilitate the recruitment and retention of ethnic minority teachers in schools in England6. Determine promising approaches from international evidence to attracting and recruiting ethnic minority teachers, relevant to England7. Make recommendations for policy and practice on best practice and effective programmes to adoptThe study will analyse official government data from the School Workforce Census. UCAS and the NPD. It will systematically review and synthesise international evidence on effective measures to attract and retain teachers. It will also conduct a nationwide survey on barriers and facilitators faced by schools in recruiting and retaining teachers. This will be supplemented by in-depth case studies of schools that have been known to be effective in recruiting and retaining ethnic minority staff.The research themes together will provide a more complete and holistic understanding of the issue relating to the supply and retention of ethnic minority teachers in England.

英格兰是英国人口种族最多元化的国家，学校也没有什么不同。据估计，31%的学生来自少数族裔背景，但大多数学校领导(93%)、教师和助教(86%)以及其他工作人员(87%)按种族背景是白种英国人。解决教师队伍和学生人口之间的这种不匹配问题之所以重要，有几个原因：第一，这有助于解决少数民族学生的低学历问题；第二，创建一个更具包容性和多样性的学校社区，以反映更广泛的社会。在国家考试中，例如英国的GCSE，成绩最差的学生是吉普赛人/罗马人和爱尔兰旅行者，其次是具有加勒比黑人背景的学生(DFE 2021)。国际证据表明，接触来自相似种族/民族的教师为少数民族学生提供了一个榜样，有助于提高他们的抱负，缩小成绩差距。还有证据表明，增加少数族裔教师在学校的比例也会导致少数族裔学生在资优方案中的比例增加，减少排斥和降低辍学率。少数民族教师带来了不同的视角和生活经历，让我们的孩子接触到文化多样性，这反映了当地社区和整个社会的语言、文化和种族背景。为了促进一个多元化和包容性的社会，我们的学校必须有少数族裔遗产的工作人员，而不考虑学生的人口结构，因为这为学校社区带来了丰富的文化多样性，并促进了不同儿童群体之间更好的理解和宽容。目前还没有强有力的全面研究来了解我们如何才能增加学校中少数民族教师的数量。以前的研究往往是小规模的或基于案例研究，这些研究依赖于自我选择的一组个人的证据。这些发现可能是有偏见的，因为它们是基于志愿者的声音。这项新的研究将：1.绘制过去10年来英格兰少数民族教师和学生的招聘和留住人口趋势图(有高质量的数据可用)。这将使我们更清楚地了解少数民族学生人数相对于教师人数的增长情况。3.从与英语相关的国际研究中考察影响少数民族教师供应和流失的因素。找出在英国学校招聘和留住少数民族教师的障碍5。确定哪些因素有助于在英格兰的学校招聘和留住少数民族教师6。从国际证据中确定吸引和招聘少数族裔教师的有前景的方法，与英国有关7。就最佳实践和有效方案提出政策和实践建议这项研究将分析来自学校劳动力普查的官方政府数据。UCAS和NPD。它将系统地审查和综合有关吸引和留住教师的有效措施的国际证据。它还将在全国范围内对学校在招聘和留住教师方面面临的障碍和促进者进行调查。此外，我们亦会就已知在招聘和挽留少数族裔教师方面行之有效的学校，进行深入的个案研究，这些研究主题将使我们对英国少数族裔教师的供应和挽留问题有更全面和全面的认识。