Exploring Racialised Factors to Understand Minority Ethnic Student Teachers Considerations About the Teaching Profession

Abstract

There is a significant gap in QTS achievement rates, and the employment outcomes of final year trainees are lower for ethnic minority groups This pilot study contributes to the field of race and Initial Teacher Education by investigating the impact of teaching placement and PGCE university course factors on minority ethnic student teachers’ thoughts of staying in teaching, with a focus on their racialised experiences.

Prior research has demonstrated that racism within educational institutions has a significant impact on retention of student teachers and serving teachers. Research in education framed by Critical Race Theory (Kohli & Solórzano, 2012), operationalise racialised negative experiences as microaggressions, defined as 'subtle verbal and non-verbal insults/assaults directed toward People of Color, often carried out automatically or unconsciously'. They draw attention to the importance of the cumulative nature of the pain caused: one incident may mean little, but the same assault experienced repeatedly over time takes its toll.

The importance of making mentors aware of these experiences in light of the emphasis placed on mentoring in the ECF and after the market review of ITE.