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    Equal opportunities or affirmative action? The induction of minority ethnic teachers

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    Authors
    Basit, Tehmina N.
    McNamara, Olwen
    Issue Date
    2004
    
    Metadata
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    Abstract
    Currently in the UK there is much pressure to increase the recruitment and retention of ethnic minority teachers, not only to respond to the continuing shortage, but to develop a teaching force that reflects the diversity in the UK population and provides role models for ethnic minority students. There is, however, little research on how ethnic minority teachers cope with the demands of the profession, especially in their first year. The introduction by the Department for Education and Employment (DfEE) of an induction period for Newly Qualified Teachers (NQTs) in 1999 was an attempt to create a programme of individual support and monitoring to provide NQTs with a bridge from Initial Teacher Training (ITT) to becoming established in their chosen profession. We believe it is now timely and important to examine how ethnic minority beginning teachers experience these new arrangements. In this paper we, therefore, explore the induction experiences of British teachers of Asian and African Caribbean origin in three Local Education Authorities (LEAs) in the North West of England. We conclude that the NQTs are being provided with equal opportunities by their employers and that affirmative action may have been undertaken by a few of these employers during the recruitment and selection process, although some anecdotal evidence is also presented of discrimination. Further, the paper suggests that the majority of the NQTs find their schools and LEAs supportive and the induction process valuable, although it highlights the need for additional support in some individual cases.
    Citation
    Journal of Education for Teaching, 30 (2): 97-115
    Publisher
    Routledge
    Journal
    Journal of Education for Teaching
    URI
    http://hdl.handle.net/2436/25733
    DOI
    10.1080/0260747042000229735
    Additional Links
    http://www.informaworld.com/smpp/content?content=10.1080/0260747042000229735
    Type
    Journal article
    Language
    en
    ISSN
    02607476
    ae974a485f413a2113503eed53cd6c53
    10.1080/0260747042000229735
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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