Why are ethnic minority teacher paid differently in England: a preliminary analysis of the School Workforce Census

Gorard, Stephen; Gao, Yiyang; Siddiqui, Nadia; See, Beng Huat

Abstract

This paper uses data from the School Workforce Census in England, 2015-2022, to examine differential pay rates for teachers of different ethnic groups. Part of the reason for this is to help understand why ethnic minority teachers are under-represented in the teacher workforce. There are surface differences between the pay of different groups. Black African and Black Caribbean teachers tend to be paid more than average, and Pakistani teachers tend to be paid less. But there are also differences in age, qualifications, region, and phase of education. Taking all of the background and context variables into account, there is no evidence that ethnicity is a clear factor in determining pay. Of course, the reasons why teachers of different ethnicity teach in particular phases and regions may be part of that explanation. However, we will have to look elsewhere to explain the disproportion between ethnic minority teachers and pupils in England, and for the most effective policy levers to increase the supply and retention of minority ethnic teachers. Policymakers and schools could still consider salary incentives to try and attract more minority ethnic undergraduate students to a teaching career, where recruitment and retention of minority ethnic teachers is a challenge.

Citation

Gorard, S., Gao, Y., Siddiqui, N., & See, B. H. (online). Why are ethnic minority teacher paid differently in England: a preliminary analysis of the School Workforce Census. International Journal of Research and Innovation in Social Science, https://doi.org/10.47772/IJRISS.2024.803318S

• Journal Article Type: Article
• Acceptance Date: Sep 25, 2024
• Online Publication Date: Oct 23, 2024
• Deposit Date: Sep 26, 2024
• Publicly Available Date: Oct 24, 2024
• Journal: International Journal of Research and Innovation in Social Science
• Print ISSN: 2454-6186
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.47772/IJRISS.2024.803318S
• Public URL: https://durham-repository.worktribe.com/output/2878911