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Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?

See, Beng Huat; Gorard, Stephen; Gao, Yiyang; Hitt, Loraine; Siddiqui, Nadia; Demie, Feyisa; Tereshchenko, Antonina; El Soufi, Nada

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Authors

Beng See b.h.see@durham.ac.uk
Honorary Professor

Profile image of Yiyang Gao

Dr Yiyang Gao yiyang.gao@durham.ac.uk
Postdoctoral Research Associate

Loraine Hitt l.e.hitt@durham.ac.uk
PGR Student Doctor of Education

Antonina Tereshchenko



Abstract

This paper reports on the findings of a comprehensive structured review of the factors that can help explain and perhaps improve the recruitment and retention of ethnic minority teachers in schools. This issue has been a policy concern in several countries. The review followed a conventional protocol, beginning with a search of key educational, psychological and sociological databases, followed by intensive screening and weighting the strength of evidence of each included report. Fifty-one studies relevant to the research question were finally included in the review. There is strong evidence that the ethnic match between school leaders and teachers is strongly linked to the hiring and retention of minority ethnic teachers. Although there is some evidence that the student ethnicity of the school may be an important factor in the retention of ethnic minority teachers, this chiefly applies to Black teachers in the studies found from the USA. The entry qualifications and assessment criteria for certification to teach were deemed potential barriers to ethnic minority prospective teachers entering teaching. There is no good evidence that alternative certification of teachers increased the probability of ethnic minority teachers being hired or retained, but there are certain supportive features of alternative pathways that could improve their chances.

Citation

See, B. H., Gorard, S., Gao, Y., Hitt, L., Siddiqui, N., Demie, F., Tereshchenko, A., & El Soufi, N. (2024). Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?. Review of Education, 12(3), https://doi.org/10.1002/rev3.70005

Journal Article Type Article
Acceptance Date Sep 30, 2024
Online Publication Date Oct 26, 2024
Publication Date 2024-12
Deposit Date Oct 28, 2024
Publicly Available Date Oct 28, 2024
Journal Review of Education
Electronic ISSN 2049-6613
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 12
Issue 3
DOI https://doi.org/10.1002/rev3.70005
Public URL https://durham-repository.worktribe.com/output/2989959

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