Ethnic diversity in the teacher workforce : inequalities in access to initial teacher training programmes in the UK

Ethnically diverse teachers can have potentially positive outcomes for all pupils; for example, by serving as role models and enhancing culturally responsive pedagogy. Despite policy interventions to increase recruitment to teaching in the UK, data on the characteristics of teachers point to a profession that remains overwhelmingly female and white; and where the workforce in schools in diverse urban areas is often not reflective of local communities.

This paper contributes to the literature on inequalities in the supply of teachers by documenting patterns of participation and success in postgraduate initial teacher training programmes over an eight-year period. Using data on applications and outcomes to all ITT programmes across the UK, the findings show that there are significant inequalities in the likelihood of Black and Asian applicants securing a training place compared with those who are White.