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Representativeness and diversity within the teaching profession in England, 2010–2020

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  • Kelly, Anthony

Abstract

The focus of this paper is the ethnic representativeness of the teaching profession in England. The novel methodology does more than simply count how many ethnicities exist, but also takes into account the relative size of the different ethnicities and tracks changes in the diversity of the teaching workforce compared to that of the general population over the ten years between the 2011 and 2021 census. It finds that while the teaching profession is getting more diverse, it is becoming less representative of the general population, which is increasing in diversity more rapidly. The paper’s methodology shows the way forward for policy-makers and similar analyses in Developing and Global South economies where the collection of relevant data is less established.

Suggested Citation

  • Kelly, Anthony, 2024. "Representativeness and diversity within the teaching profession in England, 2010–2020," International Journal of Educational Development, Elsevier, vol. 108(C).
    • Handle: RePEc:eee:injoed:v:108:y:2024:i:c:s0738059324000890
    DOI: 10.1016/j.ijedudev.2024.103067
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    References listed on IDEAS

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    1. Roy Howsen & Michelle Trawick, 2007. "Teachers, race and student achievement revisited," Applied Economics Letters, Taylor & Francis Journals, vol. 14(14), pages 1023-1027.
    2. Robert W. Fairlie & Florian Hoffmann & Philip Oreopoulos, 2014. "A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom," American Economic Review, American Economic Association, vol. 104(8), pages 2567-2591, August.
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    6. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "How and Why do Teacher Credentials Matter for Student Achievement?," NBER Working Papers 12828, National Bureau of Economic Research, Inc.
    7. Egalite, Anna J. & Kisida, Brian & Winters, Marcus A., 2015. "Representation in the classroom: The effect of own-race teachers on student achievement," Economics of Education Review, Elsevier, vol. 45(C), pages 44-52.
    8. Amine Ouazad, 2014. "Assessed by a Teacher Like Me: Race and Teacher Assessments," Education Finance and Policy, MIT Press, vol. 9(3), pages 334-372, July.
    9. Holt, Stephen B. & Papageorge, Nicholas W., 2016. "Who believes in me? The effect of student–teacher demographic match on teacher expectationsAuthor-Name: Gershenson, Seth," Economics of Education Review, Elsevier, vol. 52(C), pages 209-224.
    10. C. Kirabo Jackson, 2009. "Student Demographics, Teacher Sorting, and Teacher Quality: Evidence from the End of School Desegregation," Journal of Labor Economics, University of Chicago Press, vol. 27(2), pages 213-256, April.
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    Cited by:

    1. Stephen Gorard & Yiyang Gao & Nadia Siddiqui & Beng Huat See, 2024. "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, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 4386-4396, September.

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